PR-1124UK Original Spelling Workbook Teachers Guide - Book D
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<strong>Book</strong> D<br />
Viewing Sample
Viewing Sample<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong><br />
Prim-Ed Publishing
F<br />
oreword<br />
This multisensory spelling series introduces strategies that feature Look, Say, Cover,<br />
Write and Check which promote independent learning of spelling in context.<br />
The series features a proven metacognitive approach to spelling. The metacognitive<br />
approach encompasses logical and systematic thinking, combined with the skills of<br />
visualisation, emotion and creativity. Through using all aspects of thinking, children not<br />
only learn how to spell but also learn how to retain and use these words in context.<br />
Success with this series is achieved through the reinforcement activities provided in<br />
the My <strong>Spelling</strong> <strong>Workbook</strong> series. These workbooks cover the strategies in a fun, creative<br />
way ensuring that both the child and the teacher enjoy the learning process.<br />
The teachers guides provide the metacognitive strategies. These are clearly outlined using flash cards, assessment<br />
sheets, extra activities, guidelines for use with children with special needs, extension activities for more able<br />
children, dictation, word lists and answers.<br />
Each workbook contains 18 lists of commonly used words to develop a base vocabulary for primary school<br />
children. These help to develop independent spellers through a variety of activities including:<br />
• word building; • memory tests; • word study;<br />
• word puzzles; and • discovering patterns in words.<br />
<strong>Book</strong>s in the My <strong>Spelling</strong> <strong>Workbook</strong> series are:<br />
• <strong>Book</strong> A – Senior Infant Class • <strong>Book</strong> B – 1st Class<br />
• <strong>Book</strong> C – 2nd Class • <strong>Book</strong> D – 3rd Class<br />
• <strong>Book</strong> E – 4th Class • <strong>Book</strong> F – 5th Class<br />
• <strong>Book</strong> G – 6th Class<br />
Teacher Information ..........................................................ii – iv<br />
Curriculum Links .........................................................................1<br />
Timetable – a suggested timetable that can be adapted<br />
to suit different class needs.<br />
<strong>Spelling</strong> Timetable .....................................................................2<br />
Blank Timetable ...........................................................................3<br />
Metacognitive approach resources – an approach which<br />
encourages children to become successful independent<br />
spellers and thinkers.<br />
<strong>Teachers</strong> Notes .....................................................................4 – 5<br />
Question Type Charts ...................................................... 6 – 13<br />
Core photocopiable resources – a range of resources<br />
which can be used regularly throughout a spelling<br />
programme.<br />
Word Building ........................................................................... 14<br />
<strong>Spelling</strong> Partners ...................................................................... 15<br />
List Words (<strong>Book</strong> D) ........................................................16 – 17<br />
Supplementary resources – extra ideas to support a<br />
spelling programme, covering a range of ability levels.<br />
Additional Activities ......................................................18 – 23<br />
Children with Special Needs ......................................24 – 25<br />
New Words ................................................................................. 26<br />
<strong>Spelling</strong> Extension ................................................................... 27<br />
C ontents<br />
Incentives – photocopiable games to encourage better<br />
spelling and certificates to reward progress.<br />
<strong>Spelling</strong> Games ................................................................28 – 30<br />
Certificates ................................................................................. 31<br />
Assessment – photocopiable worksheets for recording of<br />
results by teachers/children.<br />
<strong>Teachers</strong> Notes ......................................................................... 32<br />
Pre-test/Post-test Template ................................................. 33<br />
Individual Word Checklist ............................................34 – 36<br />
Anecdotal Records .................................................................. 37<br />
Test Checklist............................................................................. 38<br />
<strong>Teachers</strong> Notes for each unit – a separate page for each<br />
unit, providing list focus, dictation, word building,<br />
additional activities and answers.<br />
Unit 1 – 18 .........................................................................39 – 56<br />
List Words (whole series) .............................................57 – 63<br />
Viewing Sample<br />
Prim-Ed Publishing i My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
T<br />
eacher<br />
I<br />
nformation<br />
Each workbook contains 18 spelling units. Each unit is made up of four pages, with each unit containing:<br />
• a list of 22 words to be learned;<br />
• space for additional words to be added;<br />
• word building and word study activities; and<br />
• revision words from the previous workbook.<br />
The first page of each unit contains the list words. Before<br />
the children see the list, it is recommended that the<br />
words are pre-tested. This can be used as a benchmark for<br />
Each list has a series of test columns.<br />
how well the children learn the list or which words they<br />
Three ticks in a row indicate that the<br />
need to focus on throughout the unit.<br />
word has been learned. If three<br />
successive ticks are not achieved, a ‘T’<br />
is placed in the transfer box and the<br />
word is written in ‘Difficult Words I<br />
Have Found’ in the next unit.<br />
A post-test is then required at the<br />
conclusion of the two-week<br />
programme to evaluate the<br />
children’s progress. Problem words<br />
are recorded and transferred, ready<br />
for their personal list in the next unit.<br />
Look, Say, Cover, Write, Check –<br />
This represents the basic method<br />
recommended for word learning.<br />
Children should follow this<br />
multisensory process when learning<br />
each word. It is a proven method of<br />
retaining a word in the memory and<br />
should be a procedure that is<br />
followed consistently, to assist with<br />
the learning of further words.<br />
Look at the word.<br />
Look for words within words.<br />
Look at the shape of the word.<br />
Cover the word. (A time factor can<br />
be built into this part. Test after one<br />
minute, 10 minutes, one hour, the<br />
next day etc.)<br />
Look, Say, Cover, Write, Check<br />
As well as for transferring<br />
difficult words from a<br />
previous unit, ‘Difficult Words I<br />
Have Found’ can also be used<br />
to list other words of interest.<br />
These words can be partner<br />
tested during the spelling<br />
programme.<br />
Say each letter aloud: either as its letter<br />
name or sound.<br />
Viewing Sample<br />
Look<br />
Cover<br />
Say<br />
Write the spelling word.<br />
Write<br />
Check<br />
Check the word with the original.<br />
Page iv provides a poster which can be displayed in the classroom.<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> ii Prim-Ed Publishing
T<br />
eacher<br />
I<br />
nformation<br />
Each unit contains word building and word study activities.<br />
A bank of activities is used throughout the book, including:<br />
• unjumbling words; • word worms;<br />
• finding small words; • crosswords;<br />
• word searches; • synonyms;<br />
• antonyms; and many more.<br />
The second page of each unit<br />
includes further word study<br />
activities to be done in the<br />
child’s spelling pad. Their aim<br />
is to provide children with<br />
several opportunities to write<br />
the list words and to use them<br />
in various ways. These<br />
activities can be used with any<br />
of the units in the book.<br />
A word building template is<br />
found on page 14 of this book.<br />
This can be used for each unit of<br />
words. Word building examples<br />
for every list word are found on<br />
pages 39 – 56 of this book.<br />
The unit list is also repeated<br />
for further reference on the<br />
third page of each unit, along<br />
with a revision list of words<br />
from the previous level of<br />
My <strong>Spelling</strong> <strong>Workbook</strong>.<br />
It is recommended that<br />
revision tests are used on a<br />
regular basis to ensure<br />
previous list words are kept<br />
current in the child’s memory.<br />
Viewing Sample<br />
Prim-Ed Publishing iii My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
For every spelling list, remember to:<br />
Look<br />
Cover<br />
Say<br />
Viewing Sample<br />
Write<br />
Check<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> iv Prim-Ed Publishing
All children need to attain, progressively, mastery of conventional spelling. The revised English Language<br />
curriculum states that this mastery is most likely to be achieved if spelling is taught systematically, using a<br />
whole-school multi-dimensional approach, used consistently in each class.<br />
The popular My <strong>Spelling</strong> <strong>Workbook</strong> series has been revised and provides the ideal multi-dimensional approach to<br />
spelling for infant through to sixth class pupils. The revised English Language curriculum for Ireland states that<br />
pupils should have opportunities to develop the ability to:<br />
<strong>Spelling</strong><br />
<strong>Workbook</strong><br />
<strong>Book</strong><br />
A<br />
B and C<br />
D and E<br />
Class<br />
Infants<br />
1st and 2nd<br />
3rd and 4th<br />
Strand<br />
Competence<br />
and<br />
confidence in<br />
using<br />
language<br />
Competence<br />
and<br />
confidence in<br />
using<br />
language<br />
Competence<br />
and<br />
confidence in<br />
using<br />
language<br />
Strand Unit<br />
Writing<br />
Writing<br />
Writing<br />
C urriculum L<br />
Content Objectives<br />
• copy letters and words informally as part<br />
of class activities<br />
• write letters and words from memory<br />
• develop the confidence to use<br />
approximate spelling<br />
• begin to develop conventional spelling of<br />
simple words<br />
• spell words in a recognisable way<br />
based on an awareness of the most<br />
common spelling strings and patterns;<br />
• simple words with short vowel rimes: dog,<br />
mill, rock<br />
• simple words with regular patterns: street,<br />
came, afloat<br />
• two-syllable words with regular patterns:<br />
robber, happen<br />
• words with common prefixes and suffixes:<br />
disconnect, wonderful<br />
• spell correctly a range of familiar,<br />
important and regularly occurring<br />
words.<br />
• use a range of aids and strategies to<br />
improve his/her command of spelling;<br />
• word lists, word searches, anagrams,<br />
regular word patterns<br />
inks<br />
Viewing Sample<br />
F and G<br />
5th and 6th<br />
Competence<br />
and<br />
confidence in<br />
using<br />
language<br />
Writing<br />
• observe the conventions of spelling<br />
• use dictionaries to extend and develop<br />
vocabulary and spelling<br />
Prim-Ed Publishing 1 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
S pelling<br />
T<br />
imetable<br />
<strong>Teachers</strong> can use the activities in My <strong>Spelling</strong> <strong>Workbook</strong> to suit the needs of their class and the amount of time<br />
available for spelling.<br />
A 10-day spelling programme for each list is suggested below, as a way of using this workbook. It allows for 25<br />
minutes each day, which could be a combination of class work and homework. <strong>Teachers</strong> may wish to add or<br />
delete from this timetable, according to their needs.<br />
This timetable is based on a metacognitive approach, which is explained in detail on the following pages. Daily<br />
partner testing is a key feature of the timetable, allowing children to practise 3 – 5 list words at a time. A<br />
worksheet for recording partner test results is provided on page 15.<br />
DAY ONE<br />
• Pre-test list and introduce words using<br />
metacognition strategies<br />
• Use Look, Say, Cover, Write and Check to<br />
practise writing words from memory<br />
• Transfer any words from the previous list to<br />
‘Difficult Words I Have Found’<br />
• Begin crossword<br />
• Partner test 1 (3 – 5 words) (see page 15)<br />
DAY TWO<br />
• Partner test 2 (3 – 5 words)<br />
• <strong>Spelling</strong> game or activity (see pages 28 – 30)<br />
• Revise the patterns for this list<br />
• Complete page 2 activities<br />
• Begin to make list of ‘Difficult Words I Have<br />
Found’<br />
DAY THREE<br />
• Complete a partner activity (see pages 20 – 23)<br />
• Complete Additional Activities<br />
• Begin page 3 activities<br />
• Partner test 3 (‘Difficult Words I Have Found’)<br />
DAY FOUR<br />
• Partner test 4 (3 – 5 words)<br />
• Complete a partner activity<br />
• Continue with page 3 activities<br />
DAY SIX<br />
• Partner test 6 (3 – 5 words)<br />
• Revise the patterns for this list using the<br />
metacognitive approach<br />
• Brainstorm other words that follow the same<br />
patterns<br />
• <strong>Spelling</strong> game or activity<br />
• Begin word search<br />
DAY SEVEN<br />
• Complete word search<br />
• <strong>Spelling</strong> game or activity<br />
• Partner test 7 (‘Difficult Words I Have Found’)<br />
DAY EIGHT<br />
• Partner test 8 (3 – 5 words)<br />
• <strong>Spelling</strong> game or activity<br />
• Complete page 4 activities<br />
• Begin word building (see page 14)<br />
DAY NINE<br />
• Dictation passages (see pages 39 – 56)<br />
• Partner test 9 (‘Difficult Words I Have Found’)<br />
• Complete word building<br />
Viewing Sample<br />
DAY FIVE<br />
• <strong>Spelling</strong> game or activity<br />
• Dictation passages (see pages 39 – 56)<br />
• Partner test 5 (‘Difficult Words I Have Found’)<br />
DAY TEN<br />
• Partner test 10 (3 – 5 words)<br />
• Test of list words (see page 33)<br />
• Recording of scores and self-evaluation<br />
• Revision of list words<br />
• Informal activities (see pages 20 – 23)<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 2 Prim-Ed Publishing
B<br />
lank<br />
T<br />
imetable<br />
Use the blank timetable below to plan a spelling programme for your class.<br />
DAY ONE<br />
DAY TWO<br />
DAY THREE<br />
DAY FOUR<br />
DAY FIVE<br />
DAY SIX<br />
DAY SEVEN<br />
DAY EIGHT<br />
DAY NINE<br />
DAY TEN<br />
Viewing Sample<br />
Prim-Ed Publishing 3 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
Metacognitive<br />
Aim:<br />
Approach<br />
To encourage children to become successful independent spellers and thinkers.<br />
Introductory Stage:<br />
• Each category of question (Clarifying, Literal, Inferential, Personal, Visualising, Predictive, Summarising and<br />
Reflective) should be explained to the children. It is important that they understand what kind of question they<br />
are asking.<br />
• Not all cards will be relevant in every situation. On occasion, they will be.<br />
• Some of the questions may appear to be the same but are repeated under different categories. This is because<br />
the context is different and this should be explained to the children.<br />
Preparation Stage:<br />
Modelling Stage:<br />
• The teacher chooses a suitable spelling word. A word that encompasses all the categories of questions is better.<br />
However, it should be stressed that not all categories are relevant to every word. For example, ‘yesterday’.<br />
• The cards are displayed for all children to see. <strong>Teachers</strong> might prefer to enlarge the cards to A3 when<br />
photocopying or laminate them. (See pages 6 – 13).<br />
• The teacher models a word, for example, ‘yesterday’. The teacher demonstrates the thinking process involved by<br />
applying the questions suggested in the relevant categories and ‘talking’ through his or her answers.<br />
• Allowing children to interact with the teacher using this process can be very productive.<br />
Explanation of Question Types:<br />
Clarifying questions are questions that make words,<br />
phrases or concepts clear and understandable.<br />
For example: What is the word?<br />
yesterday<br />
What does this word mean?<br />
the day after today<br />
Does it have an easily recognisable root?<br />
day<br />
Can the word be broken into smaller sounds?<br />
yes—ter—day<br />
Inferential questions are questions that ask you<br />
to deduce answers from the text.<br />
For example: Can I think of some other way to<br />
help remember how to spell<br />
this word?<br />
break the word into three little words:<br />
yes, ter, day<br />
Literal questions are questions that have a<br />
straightforward answer found in the text.<br />
For example: What is the tricky part of the word?<br />
ter<br />
Is there a rule for this word?<br />
no<br />
Viewing Sample<br />
Personal questions are questions that are relevant to oneself.<br />
For example: Is there a rhythm in the word?<br />
yes<br />
Is there a familiar sound in this word?<br />
ay<br />
Is this a word that I need to learn to spell?<br />
yes, because I use this word regularly<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 4 Prim-Ed Publishing
Metacognitive<br />
Approach<br />
Visualising questions are questions that require<br />
you to ‘see’ the word or shape in your mind.<br />
For example: Close your eyes.<br />
Can I see the word inside my head?<br />
yes/no<br />
Can I see the shape of the word?<br />
Summarising questions are questions that<br />
demand a reiteration and understanding of<br />
what went before.<br />
For example: Can I state the rule for this word?<br />
there isn’t a rule<br />
Can I make a sentence for this word?<br />
yes – Yesterday I went swimming with<br />
my friend.<br />
Can I write this word in a dictated<br />
passage?<br />
yes/no<br />
The ‘Reflective Questions’ card should be used as a challenge for every child. It is designed to extend the more successful<br />
speller. It also offers the opportunity for individuals to recognise their own areas of strengths and weaknesses.<br />
This card should be used either at the end of the lesson or after the dictation to reflect on success and to set new goals for<br />
themselves.<br />
The following pages contain a set of cards for encouraging this way of thinking.<br />
Predictive questions are questions that require<br />
you to forecast a possible outcome.<br />
For example: Can I give another word with a similar<br />
spelling?<br />
today has the same ending<br />
Can I spell this word?<br />
yes/no<br />
Can I write it from memory and say each<br />
letter as I do it?<br />
t–o–d–a–y<br />
Reflective questions review the strategies used to learn new<br />
words and how you feel about your progress.<br />
For example: How did I do?<br />
happy/ reasonably happy/ unhappy<br />
Were my choices of strategies effective?<br />
yes/no<br />
Will learning how to spell this word help me to<br />
spell other words?<br />
yes/no<br />
Was there anybody or anything that could have<br />
helped me?<br />
I could have used a dictionary or got my family to<br />
test me.<br />
How do I feel?<br />
happy/ reasonably happy/ unhappy<br />
Viewing Sample<br />
Prim-Ed Publishing 5 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
FLASH CARD<br />
larifying Questions<br />
C<br />
What does this word mean?<br />
Does it have an easily recognisable root?<br />
Can the word be broken into smaller sounds?<br />
Viewing Sample<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 6 Prim-Ed Publishing
FLASH CARD<br />
iteral Questions<br />
L<br />
What is the tricky part of the word?<br />
Is there a rule for this word?<br />
Viewing Sample<br />
Prim-Ed Publishing 7 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
FLASH CARD<br />
nferential Questions<br />
I<br />
Can I think of some other way to help<br />
remember how to spell this word?<br />
Viewing Sample<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 8 Prim-Ed Publishing
FLASH CARD<br />
ersonal Questions<br />
P<br />
Is there a rhythm in the word?<br />
Is there a familiar sound in this word?<br />
Is this a word that I need to learn to spell?<br />
Viewing Sample<br />
Prim-Ed Publishing 9 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
FLASH CARD<br />
isualising Questions<br />
V<br />
Can I see the word inside my head?<br />
Can I see the shape of the word?<br />
Viewing Sample<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 10 Prim-Ed Publishing
FLASH CARD<br />
redictive<br />
Questions<br />
P<br />
Can I give another word with a<br />
similar spelling?<br />
Can I spell this word?<br />
Can I write it from memory and say each<br />
letter as I do it?<br />
Viewing Sample<br />
Prim-Ed Publishing 11 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
FLASH CARD<br />
Questions<br />
S ummarising<br />
Can I state the rule for this word?<br />
Can I make a sentence for this word?<br />
Can I write this word in a dictated passage?<br />
Viewing Sample<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 12 Prim-Ed Publishing
FLASH CARD<br />
Questions<br />
R eflective<br />
How did I do?<br />
Were my choices of strategies effective?<br />
Will learning how to spell this word help<br />
me to spell other words?<br />
Was there anybody or anything that could have<br />
helped me?<br />
Viewing Sample<br />
How do I feel?<br />
Prim-Ed Publishing 13 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
B uilding<br />
W ord<br />
Make a new word by adding an ending.<br />
es ing er ly ier<br />
s ed y less ful<br />
iest<br />
+ =<br />
+ =<br />
+ =<br />
+ =<br />
+ =<br />
+ =<br />
+ =<br />
+ =<br />
+ =<br />
+ =<br />
+ =<br />
+ =<br />
Can you make more words by<br />
adding a different ending?<br />
Viewing Sample<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 14 Prim-Ed Publishing
S pelling P artners<br />
Name<br />
Remember to ask how many words<br />
you will be tested on each day.<br />
1<br />
3<br />
4<br />
5<br />
2<br />
6<br />
Name<br />
Give your partner<br />
your list words.<br />
Write the date and get<br />
ready for your test.<br />
Your partner will slowly read each<br />
word twice.<br />
When you are finished, read through<br />
your words again then hand them to<br />
your partner.<br />
Your partner will mark your test, put<br />
on the score and hand it back to you.<br />
Good luck!<br />
Remember to ask how many words<br />
you will be tested on each day.<br />
1<br />
3<br />
4<br />
2<br />
Give your partner<br />
your list words.<br />
Write the date and get<br />
ready for your test.<br />
My partner's name<br />
My partner's name<br />
Date<br />
Date<br />
Total<br />
Viewing Sample<br />
Your partner will slowly read each<br />
word twice.<br />
When you are finished, read through<br />
your words again then hand them to<br />
your partner.<br />
5<br />
6<br />
Your partner will mark your test, put<br />
on the score and hand it back to you.<br />
Good luck!<br />
Total<br />
Prim-Ed Publishing 15 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
L<br />
Below is a list of all words used in <strong>Book</strong> D. Also included is a list of suggested extension words, which reflect the<br />
changing vocabulary of the English language. <strong>Teachers</strong> may wish to add to this list as more words enter our<br />
vocabulary, particularly technology words.<br />
UNIT 1<br />
lace<br />
shade<br />
safe<br />
page<br />
shake<br />
snake<br />
plane<br />
base<br />
case<br />
chase<br />
hate<br />
mate<br />
plate<br />
brave<br />
grapes<br />
picnic<br />
plum<br />
comic<br />
gift<br />
grand<br />
pants<br />
pollute<br />
UNIT 2<br />
mice<br />
rice<br />
twice<br />
shine<br />
pipe<br />
wire<br />
rise<br />
wise<br />
quite<br />
invite<br />
dive<br />
prize<br />
arrive<br />
thirty<br />
thirteen<br />
circus<br />
pint<br />
petrol<br />
magic<br />
lamp<br />
weekend<br />
fortnight<br />
ist Words<br />
UNIT 3<br />
rode<br />
joke<br />
smoke<br />
poke<br />
alone<br />
wrote<br />
write<br />
wheel<br />
steep<br />
steel<br />
sheet<br />
creek<br />
cheese<br />
between<br />
fourteen<br />
fifteen<br />
clay<br />
often<br />
act<br />
April<br />
kilogram<br />
kilometre<br />
UNIT 4<br />
soap<br />
loaves<br />
count<br />
hour<br />
south<br />
sound<br />
shout<br />
proud<br />
mouse<br />
thousand<br />
mountain<br />
basket<br />
basketball<br />
dentist<br />
bottom<br />
blind<br />
being<br />
animal<br />
subtract<br />
divide<br />
multiply<br />
modem<br />
UNIT 5<br />
few<br />
threw<br />
grew<br />
flew<br />
drew<br />
blew<br />
grown<br />
follow<br />
bow<br />
bowl<br />
below<br />
begun<br />
beside<br />
bunch<br />
branch<br />
change<br />
chimney<br />
fetch<br />
kitchen<br />
lamb<br />
thumb<br />
monitor<br />
UNIT 6<br />
crack<br />
track<br />
brick<br />
trick<br />
ticket<br />
cricket<br />
chicken<br />
packet<br />
pocket<br />
rocket<br />
lock<br />
block<br />
flock<br />
knock<br />
luck<br />
o’clock<br />
pass<br />
kiss<br />
less<br />
lesson<br />
happen<br />
film<br />
UNIT 7<br />
beak<br />
heat<br />
lead<br />
meal<br />
team<br />
east<br />
Easter<br />
beads<br />
beans<br />
dream<br />
cream<br />
stream<br />
speak<br />
wheat<br />
reach<br />
really<br />
leaves<br />
season<br />
blood<br />
flood<br />
until<br />
lion<br />
UNIT 8<br />
family<br />
nobody<br />
busy<br />
city<br />
pony<br />
tiny<br />
angry<br />
hungry<br />
plenty<br />
twenty<br />
every<br />
everyone<br />
merry<br />
hurry<br />
sorry<br />
jelly<br />
silly<br />
sunny<br />
roll<br />
smell<br />
sure<br />
menu<br />
UNIT 9<br />
software<br />
hardware<br />
laid<br />
grain<br />
chain<br />
captain<br />
against<br />
harm<br />
mark<br />
sharp<br />
shark<br />
carpet<br />
army<br />
purse<br />
nurse<br />
return<br />
curve<br />
surprise<br />
Saturday<br />
Thursday<br />
true<br />
computer<br />
Viewing Sample<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 16 Prim-Ed Publishing
Prim-Ed Publishing 17 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong><br />
L<br />
ist Words<br />
UNIT 10<br />
oil<br />
boil<br />
soil<br />
point<br />
noise<br />
voice<br />
salt<br />
insect<br />
kennel<br />
June<br />
July<br />
during<br />
music<br />
shell<br />
bush<br />
fresh<br />
finish<br />
crash<br />
Tuesday<br />
Wednesday<br />
Friday<br />
Sunday<br />
UNIT 11<br />
form<br />
storm<br />
corn<br />
corner<br />
sort<br />
sport<br />
torch<br />
north<br />
sore<br />
shore<br />
store<br />
order<br />
forget<br />
force<br />
forty<br />
airport<br />
tractor<br />
mushroom<br />
broom<br />
pool<br />
balloon<br />
password<br />
UNIT 12<br />
won<br />
wonder<br />
among<br />
monkey<br />
money<br />
honey<br />
none<br />
above<br />
Monday<br />
govern<br />
become<br />
belong<br />
castle<br />
cattle<br />
fiddle<br />
middle<br />
needle<br />
bottle<br />
terrible<br />
aeroplane<br />
island<br />
download<br />
UNIT 13<br />
bright<br />
sight<br />
eight<br />
naughty<br />
caught<br />
path<br />
gather<br />
through<br />
dance<br />
since<br />
prince<br />
princess<br />
heart<br />
move<br />
young<br />
triangle<br />
travel<br />
tried<br />
flies<br />
slipped<br />
sudden<br />
keyboard<br />
UNIT 14<br />
able<br />
people<br />
dust<br />
post<br />
listen<br />
forest<br />
August<br />
station<br />
giant<br />
strange<br />
strong<br />
string<br />
learn<br />
heard<br />
early<br />
earth<br />
desktop<br />
Internet<br />
world<br />
worm<br />
colour<br />
camera<br />
UNIT 15<br />
war<br />
warm<br />
thought<br />
bought<br />
brought<br />
barcode<br />
clothes<br />
together<br />
themselves<br />
build<br />
file<br />
fifth<br />
fifty<br />
eleven<br />
twelve<br />
hundred<br />
enjoy<br />
November<br />
wear<br />
bridge<br />
hospital<br />
tired<br />
UNIT 16<br />
September<br />
answer<br />
danger<br />
finger<br />
master<br />
quarter<br />
silver<br />
ladder<br />
matter<br />
robber<br />
rubber<br />
supper<br />
slippers<br />
quiet<br />
dried<br />
fruit<br />
orange<br />
banana<br />
vegetable<br />
carrot<br />
pudding<br />
person<br />
UNIT 17<br />
touch<br />
trouble<br />
country<br />
cousin<br />
enough<br />
piece<br />
field<br />
chief<br />
whole<br />
whose<br />
wild<br />
swan<br />
grey<br />
wolf<br />
steak<br />
iron<br />
engine<br />
soldier<br />
different<br />
board<br />
sew<br />
beautiful<br />
UNIT 18<br />
almost<br />
always<br />
already<br />
breakfast<br />
dead<br />
instead<br />
weather<br />
else<br />
goal<br />
elephant<br />
geography<br />
lawn<br />
scared<br />
goodbye<br />
picture<br />
pencil<br />
office<br />
minutes<br />
laugh<br />
television<br />
upstairs<br />
sugar<br />
SUGGESTED<br />
EXTENSION WORDS<br />
microchip<br />
centimetre<br />
recycle<br />
capital<br />
video<br />
adventure<br />
electric<br />
believe<br />
whistle<br />
succeed<br />
dangerous<br />
Christmas<br />
Viewing Sample
A dditional A ctivities<br />
The following activities and games have been provided for your use as additional support to the spelling<br />
programme. They are a guide and can be developed to suit any class, programme or teaching style.<br />
Choose from the following activities and games if not already covered in the particular list being<br />
treated.<br />
Six photocopiable spelling games can be found on pages 28 – 30.<br />
Individual Activities<br />
Word Study – Useful for developing familiarity with the list words.<br />
Strategy<br />
• Make word shapes, word snakes or word sums for<br />
list words.<br />
• Find small words in list words.<br />
• Write the list words in alphabetical order or<br />
reverse alphabetical order.<br />
• Write list words with eyes closed or from memory.<br />
• Find antonyms, synonyms or homophones for<br />
the list words.<br />
• Make word builders by adding ‘s’, ‘ed’, ‘ing’, ‘er’, ‘est’,<br />
etc.<br />
Word Shapes:<br />
planelbgrapesplummvsafescomichasematecghatepicnicktagrandlacebrakefsnakey<br />
p<br />
Examples<br />
grapes = plum =<br />
Word Snakes:<br />
Word Sums:<br />
s giftcaseyebraveopantshade<br />
s + end = send; bl + end = blend<br />
For example, strawberry: straw, berry, raw, be<br />
• Sort words according to different criteria. For example, sort by initial/final letters; number of<br />
letters; number of syllables; number of vowels;<br />
number of consonants; parts of speech; rhyming/<br />
non-rhyming or by children’s own choice.<br />
For example, hot/cold; close/shut; bare/bear.<br />
Viewing Sample<br />
For example, walk: walks, walked, walking.<br />
• Write list words in sentences or as a question. For example, Did you hear the announcement to<br />
board the plane?<br />
• Write definitions for list words. These can be either looked up in a dictionary, or<br />
written in the child’s own words, and then checked.<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 18 Prim-Ed Publishing
A dditional A ctivities<br />
Individual Activities<br />
Word Study – Useful for developing familiarity with the list words.<br />
Strategy<br />
Examples<br />
• Write the base words for the list words. For example, the base word for sensible = sense.<br />
• Study and find word origins for list words. For example, audience comes from a Latin word<br />
‘audire’ which means to hear.<br />
• Hidden words – using the letters in a word to<br />
make as many new words as possible.<br />
• Rank words in level of<br />
difficulty in learning to spell.<br />
• Write a paragraph using a<br />
set number of list words.<br />
• Find words which have homographs (words which<br />
look the same, but have different meanings).<br />
For example, neighbours: house, neigh, nigh, bin,<br />
rough, bore etc.<br />
For example: lace 4<br />
plane 2<br />
snake 1<br />
case 3<br />
For example, use grapes, picnic and shade in a<br />
paragraph—When we got to the park, we sat in the<br />
shade. We spread out a blanket and ate our picnic.<br />
My favourite food was grapes.<br />
For example, bear/bear; rock/rock.<br />
• Anagrams of list words or search for any others. For example, nap is an anagram of pan; dance is an<br />
anagram of caned.<br />
• Write plurals for the list words. Discuss exceptions to the rule of simply adding ‘s’, for<br />
example, sheep, children.<br />
Viewing Sample<br />
• Discuss adding ‘ed’ and ‘ing’ and how this<br />
changes the tense of words.<br />
For example, jumped and jumping: jumped is past<br />
tense, jumping is present tense.<br />
• Discover common prefixes and suffixes for words.<br />
For example, un-, dis-, -ly, -ment.<br />
• Missing vowels – write list words with missing<br />
vowels. Children guess which words they are.<br />
For example, m ss ng = missing.<br />
• Children write their words as a rebus.<br />
For example, + lace = shoelace.<br />
Prim-Ed Publishing 19 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
A dditional A ctivities<br />
Informal Activities<br />
Useful for the reinforcement of the list words in a less formal approach.<br />
Strategy<br />
Examples<br />
• Make theme booklets and illustrate.<br />
• Clap the number of syllables in words.<br />
• Make bookmarks with difficult words or list<br />
words.<br />
• Outline words.<br />
• Make concept words.<br />
• Write list words in the shape of a list word.<br />
• Use bright colours to trace list words.<br />
• Make ‘What am I?’ clues.<br />
<strong>Book</strong>s could be about prefixes, colours, transport,<br />
the sea etc.<br />
lace<br />
chase<br />
hate<br />
mate<br />
For example, dictionary<br />
For example,<br />
For example,<br />
could be the shape for: when, chin, show etc.<br />
Partner and Group Activities<br />
Partner activities – Develops cooperation and increases knowledge of list words.<br />
Strategy<br />
Examples<br />
For example,<br />
I am a reptile.<br />
I have no legs.<br />
I shed my skin.<br />
My bite can be poisonous.<br />
What am I?<br />
A snake<br />
Viewing Sample<br />
• Make memory helpers for list words.<br />
For example, a piece of pie.<br />
• Invent mnemonics. For example: said = Sally Anne is dancing;<br />
because = big elephants can always upset small<br />
elephants.<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 20 Prim-Ed Publishing
A dditional A ctivities<br />
Partner and Group Activities<br />
Partner activities – Develops cooperation and increases knowledge of list words.<br />
Strategy<br />
Examples<br />
• Children make their own read-and-illustrate<br />
activities to swap with a partner.<br />
• Jumble words and swap<br />
with a partner.<br />
• Jumble sentences using<br />
list words and swap<br />
with a partner.<br />
• Make word searches or crossword puzzles on<br />
grid paper and swap with a partner.<br />
• Make yes/no questions or true/false statements<br />
containing list words and swap with a partner.<br />
• Word dominoes<br />
• Trace list words on partner’s back—partner<br />
guesses which spelling word was traced.<br />
For example, ‘school’ becomes ‘oslhco’. As an extra<br />
challenge, children can create jumbled words that<br />
can be pronounced.<br />
For example, ‘The cat sat on the mat’ becomes ‘Eht<br />
tca tas no eht tma’. Children who need a challenge<br />
could also jumble the order of the words around!<br />
This can be simply done by making a grid, and<br />
inserting the list of spelling words horizontally and<br />
vertically. Any gaps are filled with random letters in a<br />
word search or coloured black in a crossword.<br />
For example, ‘Is a frog a reptile?’; ‘Do we see clouds<br />
in the sky?’<br />
Word dominoes can be made by breaking list words<br />
in half (ones that have a common ending or<br />
beginning). For example, c h a s e<br />
c h i l l<br />
Viewing Sample<br />
• Cut pairs of list words in half and rejoin them.<br />
Children then see if their partner can guess the<br />
words.<br />
For example, picket blannic = picnic blanket.<br />
• Guess the word – Give a partner the first letter of<br />
a word chosen from the spelling list. The partner<br />
then has to guess the word before the whole<br />
word is revealed, one letter at a time.<br />
For example, the<br />
beginning of a game<br />
using the word ‘plane’<br />
would look like this:<br />
p<br />
Prim-Ed Publishing 21 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
A dditional A ctivities<br />
Partner and Group Activities<br />
Shared Group Activities –Encourages the exchange of personal list words, therefore broadening the child’s<br />
word base.<br />
Strategy<br />
Examples<br />
• Make a word bank following the same sound<br />
pattern or rule as particular list words. Work as<br />
individuals, partners, small groups or a whole<br />
class.<br />
• Put list words into sentences – individually or as a<br />
whole class.<br />
Class or Group Games – Useful for the reinforcement of the list words in a less formal approach.<br />
• Simple class spelling competitions.<br />
• ‘Hunter’<br />
• Play concentration, fish, word bingo or tic tac toe.<br />
For example, A list of words that end in ‘ight’: tight,<br />
right, flight, might, sight;<br />
Words that end with a silent ‘e’: made, same, shake.<br />
For example, each word could be written on a piece<br />
of card. Children can take one card each, and put<br />
themselves in a line so the order of words makes<br />
sense. Cards with common words like ‘a’, ‘and’, ‘the’,<br />
will need to be used also.<br />
For example, a ‘Difficult Word of the Day’<br />
competition, where the class try to spell a<br />
challenging word.<br />
Use individual books, charts, shared stories, poems<br />
etc. to find a particular spelling pattern or rule<br />
being treated.<br />
In tic tac toe, each player uses a list of words with a<br />
common sound as their ‘noughts and crosses’. For<br />
example, in the game below, player one used a<br />
bank of ‘sh-’ words; player two used a bank of ‘-all’<br />
words.<br />
Viewing Sample<br />
call<br />
ball<br />
shock<br />
wall<br />
she<br />
ship<br />
• Play hangman or a similar game, called<br />
‘Shannon’s Game’.<br />
In ‘Shannon’s Game’, children need to guess the<br />
letters in the correct order in which they occur in<br />
each word.<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 22 Prim-Ed Publishing
A dditional A ctivities<br />
Partner and Group Activities<br />
Class or Group Games – Useful for the reinforcement of the list words in a less formal approach.<br />
Strategy<br />
• Play ‘Celebrity Head Words’,<br />
picture clue words<br />
or charades.<br />
Examples<br />
• ‘Guess My Word’. Children ask questions that require a yes/no<br />
response to guess the mystery spelling word.<br />
‘Celebrity Head Words’<br />
Child uses a headband to hold a card with a list<br />
word on their head. They ask questions of the class,<br />
which can only be answered yes or no. For example,<br />
Does the word end in ‘t’?<br />
• Magazine hunt for list words Choose a number of words to focus on for a week.<br />
Children can also search for these in newspapers<br />
or any other reading material in the classroom.<br />
Children can circle or underline words they find. At<br />
the end of the week, children can count their score<br />
and share the sentences they found.<br />
• Play a game similar to ‘Memory’ using the small<br />
words within compound words written on cards.<br />
• Children write quiz questions for list words, and<br />
give them to a friend to solve. A ‘quiz night’ could<br />
also be held using multiple lists.<br />
• Children write clues to match their list words.<br />
Hold a small competition each day to see who<br />
can solve the puzzle first.<br />
For example, butter + fly; foot + ball.<br />
For example, What can burn us, but also gives us<br />
warmth? (fire)<br />
For example,<br />
Add ‘basket’ to ‘ball’ = basketball.<br />
Take ‘er’ from ‘mother’ = moth.<br />
Viewing Sample<br />
Also refer to pages 28 – 30 for photocopiable spelling games.<br />
<strong>Book</strong>s of other photocopiable spelling games are available from Prim-Ed Publishing:<br />
2075 50 <strong>Spelling</strong> Activities<br />
2078 Literacy Games<br />
Commercial board games involving word formation may also be of benefit to a spelling programme.<br />
Prim-Ed Publishing 23 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
C hildren with S pecial N eeds<br />
The spelling activities in My <strong>Spelling</strong> <strong>Workbook</strong> can be modified or added to for children with special needs. Some<br />
additional suggestions are included below for children with learning difficulties. The worksheet on page 26 is designed<br />
for children who fall into this category. Children in need of extension will benefit from many of the suggestions<br />
included in the Additional Activities pages of this book. Page 27 also contains an opportunity for spelling extension.<br />
Strategies for Children with Learning Difficulties<br />
Strategy<br />
• Encourage children to ‘have a go’ and take risks<br />
with approximate spelling.<br />
• Encourage as much reading as possible.<br />
• Break each spelling list into<br />
shorter lists based on similar<br />
spelling patterns.<br />
• Longer words can be ‘chunked’ (broken into<br />
chunks) to assist spelling, rather than<br />
conventional syllables.<br />
• Emphasise spelling rules.<br />
• Encourage children to look at difficult words,<br />
focus on the problem part, close their eyes, and<br />
then write it.<br />
• Write list words on graph paper, cut out the<br />
letters, and then build the word from the cut-out<br />
letters.<br />
• Write the list words, leaving out some letters.<br />
Complete the words the next day.<br />
Examples<br />
For example, using ‘have a go’ pads or spelling<br />
journals for children to try out their spelling when<br />
writing stories etc.<br />
Include different sources of print around the<br />
classroom for children to find correct spelling. For<br />
example, opposites, colours, favourite sayings, days<br />
of the week.<br />
For example, these list words could be broken up<br />
as follows:<br />
brake, shake, snake;<br />
base, case, chase;<br />
plate, mate, hate.<br />
For example, cent i pede, el ec tric, in vent ing.<br />
Children should be encouraged to choose how to<br />
chunk the words themselves, so as to suit each<br />
child’s preferred learning style.<br />
For example, magic ‘e’, ‘i’ before ‘e’ except after ‘c’.<br />
For example, the problem part of night might be ’igh’.<br />
c a t h<br />
c<br />
Viewing Sample<br />
For example, c m e = chimney.<br />
• Find words that rhyme with the list words.<br />
Underline them if they are spelt the same.<br />
• Prepare a cloze passage, deleting list words.<br />
Children select the correct word to go in the<br />
correct space.<br />
• Use sentence frames to develop a spelling<br />
vocabulary of list words.<br />
For example, goat: note, boat, wrote, float.<br />
For example, ‘dinosaurs’ and ‘plants’ might fit into:<br />
Many ate .<br />
For example: We took plates to the picnic.<br />
We took sandwiches to the picnic.<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 24 Prim-Ed Publishing
C hildren with S pecial N eeds<br />
Strategy<br />
• Use games like word bingo and word quizzes.<br />
• Make new words by writing letters in front of a<br />
sound.<br />
• Make alphabet books to use as personal<br />
dictionaries.<br />
• Play snap with compound word parts, prefixes<br />
and suffixes.<br />
• Use list words to make spelling ladders, with each<br />
word starting with the letter which ends the<br />
word before.<br />
• Decorate or illustrate list words.<br />
• Write list words using string or pipe cleaners.<br />
• Use magnetic letters to form words from<br />
memory on a board.<br />
Strategies for Children with Learning Difficulties<br />
‘Word Bingo’<br />
Children copy words on bingo cards, checking their<br />
spelling, then cover words with counters on their<br />
cards if the word is called.<br />
‘Word Quizzes’<br />
Using a word list, children write the correct word.<br />
For example, Write the word ending in ‘ade’; Write<br />
the word with ‘ire’ in the middle.<br />
For example, ‘ine’ could be added to with ‘v’, ‘tw’, ‘f ’,<br />
‘m’, ‘n’, etc.<br />
Children write any difficult words they have found<br />
under each letter.<br />
For example, ‘foot’ matches with ‘ball’; ‘tele-’ matches<br />
with ‘phone’; ‘govern’ matches with ‘ment’.<br />
For example:<br />
Examples<br />
s n a k e<br />
a<br />
c<br />
h<br />
Children can draw pictures and ask other children to<br />
guess which word they have drawn; or simply make<br />
words into patterns.<br />
Children can make each letter, or just the word shape.<br />
Viewing Sample<br />
• Write list words in sand or salt.<br />
l e t t e r<br />
Children could also trace words on a desk or<br />
sandpaper. Discussing whether word shapes are ‘tall’<br />
or ‘small’ could follow.<br />
• Use list words to build other words.<br />
• Make simple designs using the list words written<br />
end to end.<br />
For example, using the word ‘are’:<br />
b , c , n’t<br />
Use shapes like circles, triangles and spirals.<br />
Prim-Ed Publishing 25 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
N ew Words<br />
Name:<br />
Date:<br />
My new word is<br />
1. (a) Say your word.<br />
(b) Clap the syllables.<br />
(c) My word has<br />
syllables.<br />
3. Write your word in a sentence.<br />
6. Can you draw your word or somebody<br />
doing your word?<br />
2. (a) My word begins<br />
with the letter(s)<br />
(b) My word ends<br />
with the letter(s)<br />
(c) The middle letters are<br />
4. A word that rhymes with my word is<br />
5. My word means<br />
7. Cover your word.<br />
Colour a balloon every time you write<br />
your new word correctly.<br />
Viewing Sample<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 26 Prim-Ed Publishing
S pelling<br />
E xtension<br />
Name:<br />
Date:<br />
My extension spelling words<br />
1. 2. 3.<br />
4. 5. 6.<br />
7. 8. 9.<br />
10. 11. 12.<br />
My words in alphabetical order<br />
Synonyms of my words<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
7.<br />
8.<br />
More activities<br />
Create a crosspatch<br />
with clues.<br />
Find rhyming words.<br />
Write a quiz.<br />
Put the words into<br />
a short story.<br />
Write a concrete<br />
(shape) poem<br />
using your words.<br />
Viewing Sample<br />
Design an<br />
information poster<br />
about one of your<br />
words.<br />
9.<br />
Create a word search.<br />
10.<br />
11.<br />
12.<br />
Prim-Ed Publishing 27 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
S pelling<br />
G ames<br />
Rebus<br />
Choose five list or revision words you can make into a rebus for a friend to solve.<br />
They will need to be words that have two or more syllables.<br />
For example, hap + = happen; + long = belong.<br />
1. + =<br />
2. + =<br />
3. + =<br />
4. + =<br />
5. + =<br />
Give your rebuses to a friend to solve. How many did he/she guess correctly?<br />
Mystery Words<br />
Write six list words with at least three letters missing. For example,<br />
b _ _ a _ _ as _ = breakfast. Swap with a friend and time how long it takes you<br />
to correctly write all six words.<br />
=<br />
=<br />
Viewing Sample<br />
=<br />
=<br />
=<br />
=<br />
Name:<br />
My time:<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 28 Prim-Ed Publishing
a l<br />
ba l she<br />
S pelling<br />
Noughts and Crosses<br />
Select five list words with a common sound, and ask a partner to do<br />
the same for a different sound. (If there are not enough words with<br />
a common sound in your list, then make up some more.)<br />
In this example, one player used ‘sh-’ words, and the other ‘-all’<br />
words.<br />
The first person to get three words in a row wins!<br />
ship<br />
ca l wa l<br />
she<br />
shock<br />
ca l wa l ship<br />
shock<br />
1. Invent your own secret code by<br />
writing a number from one to<br />
26 in the boxes below. Four<br />
have been done for you.<br />
a = 21 j = s =<br />
b = k = t =<br />
c = 13 l = 6 u =<br />
d = m = v =<br />
e = 2 n = w=<br />
Secret Codes<br />
call<br />
ball<br />
shock<br />
G ames<br />
wall<br />
she<br />
2. Write six list words using your secret<br />
code, and give them to a partner to solve.<br />
For example, 6, 21, 13, 2 = lace.<br />
Code<br />
=<br />
=<br />
=<br />
Word<br />
Viewing Sample<br />
ship<br />
f = o = x =<br />
g = p = y =<br />
h = q = z =<br />
i = r =<br />
=<br />
=<br />
=<br />
Prim-Ed Publishing 29 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
S pelling<br />
G ames<br />
Sinking Ships<br />
You and a partner will need a grid each to play this game.<br />
1. Choose eight list words (‘ships’) each, and write each one in a<br />
square in the grid. Make sure your partner can’t see!<br />
2. Take turns to call out a grid coordinate where you think a ‘ship’ might be.<br />
If you are correct, you must spell the word correctly to sink the ship!<br />
3. The winner is the first to sink his or her partner’s eight ships.<br />
(Hint– the game is easier if you mark your grid when you miss or hit).<br />
Words in Disguise<br />
Choose six list words. Disguise each word into a new word by changing one letter, and<br />
then rearranging the letters. For example, ‘lead’ becomes ‘fade’.<br />
Give your words to a partner, and see how many they can guess.<br />
Disguised Word<br />
=<br />
List Word<br />
Viewing Sample<br />
=<br />
=<br />
=<br />
=<br />
=<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 30 Prim-Ed Publishing
C ertificates<br />
Viewing Sample<br />
Prim-Ed Publishing 31 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
A ssessment<br />
There are many different ways to assess spelling. The pages that<br />
follow are provided to help support the My <strong>Spelling</strong> <strong>Workbook</strong> programme.<br />
Individual spelling records can be kept<br />
using page 37. Pre-test and final test<br />
scores are recorded along with<br />
anecdotal notes. These notes can come<br />
together as an overview of the child’s<br />
progress in spelling during the 18 units<br />
and can be discussed during parent/<br />
teacher conferences and in reports.<br />
Page 33 can be used for<br />
pre-tests at the beginning of<br />
each unit and again for the<br />
final assessment.<br />
Pages 34 – 36 can be<br />
used to specifically<br />
record each word<br />
learned and the time<br />
taken to master a unit of<br />
words. Recording in this<br />
way may be useful for<br />
children with special<br />
needs, those with English<br />
as an additional<br />
language or for the<br />
whole class.<br />
A record of spelling results<br />
for the whole class can be<br />
recorded on page 38.<br />
Viewing Sample<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 32 Prim-Ed Publishing
A ssessment<br />
Name<br />
Date<br />
1. 2. 3.<br />
4. 5. 6.<br />
7. 8. 9.<br />
10. 11. 12.<br />
13. 14. 15.<br />
16. 17. 18.<br />
19. 20. 21.<br />
22.<br />
Name<br />
Date<br />
1. 2. 3.<br />
4. 5. 6.<br />
7. 8. 9.<br />
10. 11. 12.<br />
13. 14. 15.<br />
16. 17. 18.<br />
Total Score<br />
Viewing Sample<br />
22<br />
19. 20. 21.<br />
22.<br />
Total Score<br />
22<br />
Prim-Ed Publishing 33 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
A<br />
ssessment<br />
= can say word<br />
= can write word<br />
= has remembered correct spelling<br />
Name:<br />
LIST 1<br />
LIST 2<br />
Date begun:<br />
Date begun:<br />
Date begun:<br />
lace<br />
shade<br />
safe<br />
page<br />
shake<br />
snake<br />
plane<br />
base<br />
case<br />
chase<br />
hate<br />
Date completed:<br />
Date begun:<br />
soap<br />
loaves<br />
count<br />
hour<br />
south<br />
sound<br />
shout<br />
LIST 4<br />
mate<br />
plate<br />
brave<br />
grapes<br />
picnic<br />
plum<br />
comic<br />
gift<br />
grand<br />
pants<br />
pollute<br />
basket<br />
basketball<br />
dentist<br />
bottom<br />
blind<br />
being<br />
mice<br />
rice<br />
twice<br />
shine<br />
pipe<br />
wire<br />
rise<br />
wise<br />
quite<br />
invite<br />
dive<br />
Date completed:<br />
Date begun:<br />
few<br />
threw<br />
grew<br />
flew<br />
drew<br />
blew<br />
LIST 5<br />
prize<br />
arrive<br />
thirty<br />
thirteen<br />
circus<br />
pint<br />
petrol<br />
magic<br />
lamp<br />
weekend<br />
fortnight<br />
begun<br />
beside<br />
bunch<br />
branch<br />
change<br />
chimney<br />
rode<br />
joke<br />
smoke<br />
poke<br />
alone<br />
wrote<br />
write<br />
wheel<br />
steep<br />
steel<br />
sheet<br />
Date completed:<br />
Date begun:<br />
crack<br />
track<br />
brick<br />
LIST 3<br />
LIST 6<br />
animal<br />
grown<br />
fetch<br />
chicken<br />
kiss<br />
creek<br />
cheese<br />
between<br />
fourteen<br />
fifteen<br />
clay<br />
often<br />
act<br />
April<br />
kilogram<br />
kilometre<br />
block<br />
flock<br />
knock<br />
Viewing Sample<br />
trick<br />
ticket<br />
cricket<br />
luck<br />
o’clock<br />
pass<br />
proud<br />
subtract<br />
follow<br />
kitchen<br />
packet<br />
less<br />
mouse<br />
divide<br />
bow<br />
lamb<br />
pocket<br />
lesson<br />
thousand<br />
multiply<br />
bowl<br />
thumb<br />
rocket<br />
happen<br />
mountain<br />
Date completed:<br />
modem<br />
below<br />
Date completed:<br />
monitor<br />
lock<br />
Date completed:<br />
film<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 34 Prim-Ed Publishing
A ssessment<br />
= can say word<br />
= can write word<br />
= has remembered correct spelling<br />
Name:<br />
LIST 7<br />
LIST 8<br />
Date begun:<br />
Date begun:<br />
Date begun:<br />
beak<br />
heat<br />
lead<br />
meal<br />
team<br />
east<br />
Easter<br />
beads<br />
beans<br />
dream<br />
cream<br />
Date completed:<br />
Date begun:<br />
oil<br />
boil<br />
soil<br />
point<br />
noise<br />
voice<br />
salt<br />
stream<br />
speak<br />
wheat<br />
reach<br />
really<br />
leaves<br />
season<br />
blood<br />
flood<br />
until<br />
lion<br />
LIST 10<br />
during<br />
music<br />
shell<br />
bush<br />
fresh<br />
finish<br />
crash<br />
family<br />
nobody<br />
busy<br />
city<br />
pony<br />
tiny<br />
angry<br />
hungry<br />
plenty<br />
twenty<br />
every<br />
Date completed:<br />
Date begun:<br />
form<br />
storm<br />
corn<br />
corner<br />
sort<br />
sport<br />
torch<br />
everyone<br />
merry<br />
hurry<br />
sorry<br />
jelly<br />
silly<br />
sunny<br />
roll<br />
LIST 11<br />
smell<br />
sure<br />
menu<br />
order<br />
forget<br />
force<br />
forty<br />
airport<br />
tractor<br />
mushroom<br />
software<br />
hardware<br />
laid<br />
grain<br />
chain<br />
captain<br />
against<br />
harm<br />
mark<br />
sharp<br />
shark<br />
LIST 9<br />
carpet<br />
army<br />
purse<br />
nurse<br />
return<br />
curve<br />
surprise<br />
Saturday<br />
Thursday<br />
true<br />
computer<br />
Date completed:<br />
LIST 12<br />
Date begun:<br />
won<br />
belong<br />
wonder<br />
castle<br />
among<br />
cattle<br />
monkey<br />
fiddle<br />
money<br />
middle<br />
honey<br />
needle<br />
none<br />
bottle<br />
Viewing Sample<br />
insect<br />
Tuesday<br />
north<br />
broom<br />
above<br />
terrible<br />
kennel<br />
Wednesday<br />
sore<br />
pool<br />
Monday<br />
aeroplane<br />
June<br />
Friday<br />
shore<br />
balloon<br />
govern<br />
island<br />
July<br />
Date completed:<br />
Sunday<br />
store<br />
Date completed:<br />
password<br />
become<br />
Date completed:<br />
download<br />
Prim-Ed Publishing 35 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
A ssessment<br />
= can say word<br />
= can write word<br />
= has remembered correct spelling<br />
Name:<br />
LIST 13<br />
LIST 14<br />
Date begun:<br />
Date begun:<br />
Date begun:<br />
bright<br />
sight<br />
eight<br />
naughty<br />
caught<br />
path<br />
gather<br />
through<br />
dance<br />
since<br />
prince<br />
Date completed:<br />
Date begun:<br />
September<br />
answer<br />
danger<br />
finger<br />
master<br />
quarter<br />
silver<br />
LIST 16<br />
princess<br />
heart<br />
move<br />
young<br />
triangle<br />
travel<br />
tried<br />
flies<br />
slipped<br />
sudden<br />
keyboard<br />
supper<br />
slippers<br />
quiet<br />
dried<br />
fruit<br />
orange<br />
able<br />
people<br />
dust<br />
post<br />
listen<br />
forest<br />
August<br />
station<br />
giant<br />
strange<br />
strong<br />
Date completed:<br />
Date begun:<br />
touch<br />
trouble<br />
country<br />
cousin<br />
enough<br />
piece<br />
LIST 17<br />
string<br />
learn<br />
heard<br />
early<br />
earth<br />
desktop<br />
Internet<br />
world<br />
worm<br />
colour<br />
camera<br />
swan<br />
grey<br />
wolf<br />
steak<br />
iron<br />
engine<br />
war<br />
warm<br />
thought<br />
bought<br />
brought<br />
barcode<br />
clothes<br />
together<br />
themselves<br />
build<br />
file<br />
Date completed:<br />
Date begun:<br />
almost<br />
always<br />
already<br />
breakfast<br />
LIST 15<br />
LIST 18<br />
fifth<br />
fifty<br />
eleven<br />
twelve<br />
hundred<br />
enjoy<br />
November<br />
wear<br />
bridge<br />
hospital<br />
banana<br />
field<br />
soldier<br />
weather<br />
minutes<br />
tired<br />
lawn<br />
scared<br />
goodbye<br />
picture<br />
Viewing Sample<br />
dead<br />
instead<br />
pencil<br />
office<br />
ladder<br />
vegetable<br />
chief<br />
different<br />
else<br />
laugh<br />
matter<br />
carrot<br />
whole<br />
board<br />
goal<br />
television<br />
robber<br />
pudding<br />
whose<br />
sew<br />
elephant<br />
upstairs<br />
rubber<br />
Date completed:<br />
person<br />
wild<br />
Date completed:<br />
beautiful<br />
geography<br />
Date completed:<br />
sugar<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 36 Prim-Ed Publishing
A ssessment<br />
Viewing Sample<br />
Prim-Ed Publishing 37 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
T<br />
est<br />
C hecklist<br />
Viewing Sample<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 38 Prim-Ed Publishing
U nit 1<br />
LIST FOCUS<br />
• digraph ‘a-e’<br />
• initial blends ‘sn’, ‘pl’, ‘br’ and ‘gr’<br />
• initial digraphs ‘sh’ and ‘ch’<br />
• words ending in ‘ic’<br />
DICTATION<br />
1. We laid out the picnic<br />
blanket in the shade and ate<br />
some grapes from the plate.<br />
2. It is not safe, nor brave, to<br />
chase a snake.<br />
3. He opened the gift she took<br />
from her case and found a<br />
toy plane and a comic book.<br />
4. I hate the lace on those<br />
pants!<br />
ADDITIONAL ACTIVITIES<br />
1. Demonstrate how the ‘e’ is<br />
dropped when extending ‘a-e’<br />
words. For example, braking,<br />
shady.<br />
2. Discuss other patterns in the<br />
non ‘a-e’ words.<br />
3. List homophones or<br />
homonyms of some list words.<br />
For example, plane/plain; pants,<br />
page, plate.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) picnic (b) chase<br />
(c) gift (d) lace<br />
(e) pollute (f) safe<br />
(g) hate<br />
2.<br />
13<br />
g<br />
r<br />
a<br />
Viewing<br />
16<br />
p<br />
e<br />
s<br />
3. (a) plane (b) pants<br />
(c) mate (d) page<br />
(e) plate (f) grapes<br />
LIST<br />
lace<br />
shade<br />
safe<br />
page<br />
shake<br />
snake<br />
plane<br />
base<br />
case<br />
chase<br />
hate<br />
mate<br />
plate<br />
brave<br />
grapes<br />
picnic<br />
plum<br />
comic<br />
gift<br />
grand<br />
pants<br />
pollute<br />
4. (a) picnic (b) lace<br />
(c) pollute (d) snake<br />
(e) plane (f ) plum<br />
(g) brave (h) safe<br />
5. (a) shade (b) hate<br />
(c) aunt (d) close<br />
(e) brave<br />
WORD BUILDING<br />
laces, laced, lacing, lacy<br />
shades, shaded, shading, shady<br />
safer, safest, safely, safety<br />
pages<br />
shakes, shaken, shook, shaking,<br />
shaky, shakily, shakier, shakiest<br />
snakes, snaky<br />
planes<br />
bases, based, basing<br />
cases, suitcase, briefcase<br />
chases, chased, chasing<br />
hates, hated, hating, hateful<br />
mates<br />
plates, plated, plating<br />
braves, braved, braving, braver,<br />
bravest, bravely, bravery<br />
picnics, picnicked, picnicking<br />
plums<br />
comics<br />
gifts<br />
grandly, grandness, grandeur,<br />
grandchild, grandparents,<br />
grandstand<br />
underpants<br />
pollutes, polluted, polluting,<br />
pollution, pollutant<br />
6. (a) break (b) brake<br />
7. (a) plane, grapes, plum, safe,<br />
comic, chase, mate, hate,<br />
picnic, grand, lace, pollute,<br />
snake, gift, case, brave,<br />
pants, shade<br />
(b) page, shake, base, plate<br />
8.<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
cable (1)<br />
place (4)<br />
deck (7)<br />
song (3)<br />
cent (9)<br />
close (5)<br />
litre (2)<br />
aunt (11)<br />
stuck (7)<br />
text (2)<br />
cage (4)<br />
door (16)<br />
lift (2)<br />
seal (1)<br />
fear (1)<br />
made (4)<br />
ice (6)<br />
egg (7)<br />
g r a n d t u e k a h s p<br />
i p i c m u l p m t r t o<br />
f r h l e c a l a v a o l<br />
t n a k w h s a f e p p l<br />
o i t e m a c t d v a a u<br />
p c e f a s o e w a g r t<br />
l c h a z e m k u r e g e<br />
u m e t a m e s a b r h g<br />
m e n d b o k p l a c c i<br />
n s a s a j a d p c i a f<br />
a e l h e h n e a m o s y<br />
m t p a n t s e o s m e j<br />
p l u d z r n c i n c i p<br />
Sample<br />
2<br />
5<br />
6<br />
7<br />
8<br />
9<br />
1<br />
m<br />
p l a n e<br />
a t<br />
3 4<br />
c p o l l u t e<br />
g e<br />
o a<br />
s a f e<br />
m n<br />
h<br />
g i f t<br />
b r a v e<br />
c s<br />
d<br />
l a c e<br />
p l u m<br />
10<br />
b<br />
i<br />
11<br />
s h a k e<br />
c<br />
n s<br />
n<br />
12<br />
c a s e<br />
i<br />
14<br />
h k<br />
15<br />
c h a s e<br />
t<br />
l a t e<br />
9. (a) lace, base, case, chase, place<br />
(b) comic, picnic<br />
(c) grapes, plum, egg<br />
10. (a) grand (b) pants<br />
(c) snake (d) case<br />
11. (a) grapes (b) comic<br />
(c) picnic (d) cable<br />
(e) pollute (f) chase<br />
(g) stuck (h) plum<br />
Prim-Ed Publishing 39 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong>
U nit 2<br />
LIST FOCUS<br />
• digraphs ‘i-e’ and ‘ir’<br />
• initial blends ‘tw’ and ‘pr’<br />
• initial digraphs ‘sh’, ‘qu’ and ‘th’<br />
DICTATION<br />
1. It would be wise to invite your<br />
family to stay on the weekend.<br />
2. The prize for the best magic<br />
trick has been won twice by the<br />
same person in the last thirteen<br />
years.<br />
3. We will arrive at the circus<br />
thirty minutes early.<br />
4. Some mice had nibbled on the<br />
packet of rice during the<br />
fortnight we were away.<br />
ADDITIONAL ACTIVITIES<br />
1. Discuss the long sound the ‘i’<br />
makes in words that end in ‘e’<br />
like ‘mice’ and ‘pipe’, compared<br />
to the short sound made in<br />
words like ‘pip’ and ‘sit’.<br />
2. List other number words that<br />
have a base of three, four and<br />
five etc.<br />
3. Find words that come from the<br />
same base as ‘circus’, such as<br />
‘circle’ and ‘circuit’.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) lift, life, live, dive<br />
(b) time, lime/tame, limp/lame,<br />
lamp<br />
2. (a) rise rises<br />
(b) wire wires<br />
(c) dive dives<br />
(d) mouse mice<br />
(e) pint pints<br />
(f) invite invites<br />
3.<br />
Viewing<br />
1<br />
3<br />
4<br />
5<br />
7<br />
12<br />
14<br />
20<br />
21<br />
a r r i v e<br />
2<br />
m<br />
d<br />
l a m p<br />
q i<br />
g<br />
6<br />
w u v<br />
p i<br />
8<br />
w<br />
9<br />
i n v i t e<br />
10<br />
c i r c u<br />
11<br />
s i s t<br />
n<br />
h r i s e e<br />
t<br />
13<br />
p i p e<br />
r n<br />
15<br />
p<br />
16<br />
t w i c e<br />
r<br />
h c<br />
i<br />
17<br />
m i c e<br />
18<br />
p<br />
z<br />
r<br />
e<br />
19<br />
w e e k e n d<br />
t h i r t e e n<br />
y<br />
r<br />
f o r t n i g h t<br />
l<br />
LIST<br />
mice<br />
rice<br />
twice<br />
shine<br />
pipe<br />
wire<br />
rise<br />
wise<br />
quite<br />
invite<br />
dive<br />
prize<br />
arrive<br />
thirty<br />
thirteen<br />
circus<br />
pint<br />
petrol<br />
magic<br />
lamp<br />
weekend<br />
fortnight<br />
WORD BUILDING<br />
4. (a) tee (b) you, our<br />
(c) out, put (d) ring, in<br />
(e) shin, in (f) quit, it<br />
5. (a) invite (b) circus<br />
(c) weekend (d) magic<br />
(e) thirteen<br />
6. (a) sister (b) rise<br />
(c) son (d) arrive<br />
(e) wise (f) output<br />
(g) life (h) over<br />
7. (a) delete (b) invite<br />
(c) wise (d) pipe<br />
(e) held (f) prize<br />
8. arrive, circus, invite, lamp,<br />
magic, pint, prize, thirteen,<br />
thirty, weekend, wire, wise<br />
shines, shone, shining, shiny,<br />
shinier, shiniest<br />
pipes, piped, piping, piper<br />
wires, wired, wiring, wiry<br />
rises, rose, rising, risen<br />
wisely, wisdom, wisecrack,<br />
unwise<br />
invites, invited, inviting,<br />
invitation<br />
dives, dived, diving, diver<br />
prizes, prized<br />
arrives, arrived, arriving, arrival<br />
thirties, thirtieth, thirtieths<br />
thirteenth, thirteenths<br />
circuses<br />
pints<br />
magical, magically, magician<br />
lamps<br />
weekends<br />
fortnights<br />
9.<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
data (1)<br />
input (1)<br />
output (1)<br />
uncle (11)<br />
month (4)<br />
delete (5)<br />
over (15)<br />
any (12)<br />
own (8)<br />
held (5)<br />
your (3)<br />
sister (10)<br />
son (9)<br />
who (13)<br />
chip (7)<br />
flip (3)<br />
life (6)<br />
spring (9)<br />
m l a m p e d n e k e e w<br />
i d p i n t e t h i r t y<br />
c a b d e p u s e z i r p<br />
c l i r i c u q t t n i z<br />
i n o p u c e e u h v h n<br />
g t v r r i s e m i i s e<br />
a w i i t i p o a r t z e<br />
m i c e c e c o r t e e t<br />
q c r w w i p e r e z t r<br />
u e n i h s h s i n a r i<br />
i r i r s h d i v e g i h<br />
n r p e m a g w e r i h t<br />
e c i r t h g i n t r o f<br />
Sample<br />
10. (a) prize (b) circus<br />
(c) petrol (d) mice<br />
11. (a) mice (b) circus<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong> 40 Prim-Ed Publishing
U nit 3<br />
LIST FOCUS<br />
• digraphs ‘o-e’ and ‘ee’<br />
• initial blends ‘sm’, ‘st’, ‘cr’ and ‘cl’<br />
• initial digraphs ‘wh’ and ‘ch’<br />
• silent ‘w’<br />
DICTATION<br />
1. He often wrote stories when he<br />
was home alone.<br />
2. When we saw the smoke, we<br />
rode our horses back to the<br />
creek as fast as we could.<br />
3. Between the two of us, we<br />
made fifteen cheese<br />
sandwiches.<br />
4. Can you write down the joke<br />
about the wheel you told me in<br />
April?<br />
ADDITIONAL ACTIVITIES<br />
1. List other words that contain<br />
the ‘ee’ sound.<br />
2. Discuss the past and present<br />
tenses of ‘rode’, ‘wrote’, joke’ and<br />
‘smoke’.<br />
3. Find other words with the<br />
prefix ‘kilo’. Write their<br />
meanings.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) clay<br />
(b) cheese<br />
(c) creek<br />
(d) joke, poke or smoke<br />
(e) rode<br />
(f ) wrote<br />
(g) steep<br />
2. clay, write, cheese<br />
1<br />
3. f i f t e e n<br />
2 3<br />
5<br />
6<br />
10<br />
o<br />
u<br />
c l a y<br />
4<br />
A p r i l h c<br />
t<br />
e t c<br />
b e t w e e n<br />
r<br />
e<br />
s s t e e l<br />
11<br />
o f t e n<br />
12<br />
s h e e t e<br />
e<br />
13<br />
k i<br />
14<br />
w<br />
15<br />
w r i t e<br />
h r<br />
p<br />
e o<br />
e t<br />
18<br />
a l o n e<br />
7<br />
k<br />
8<br />
j<br />
9<br />
p<br />
i o o<br />
l k k<br />
l o m e t r e<br />
g<br />
16<br />
r o d e<br />
a<br />
17<br />
s m o k e<br />
LIST<br />
rode<br />
joke<br />
smoke<br />
poke<br />
alone<br />
wrote<br />
write<br />
wheel<br />
steep<br />
steel<br />
sheet<br />
creek<br />
cheese<br />
between<br />
fourteen<br />
fifteen<br />
clay<br />
often<br />
act<br />
April<br />
kilogram<br />
kilometre<br />
WORD BUILDING<br />
jokes, joked, joking, joker,<br />
jokingly<br />
smokes, smoked, smoking,<br />
smoker<br />
pokes, poked, poking, poker<br />
writes, wrote, writing, writer<br />
wheels, wheeled, wheeling,<br />
wheelchair, wheelbarrow<br />
steeper, steepest<br />
steels, steely<br />
sheets<br />
creeks<br />
cheeses, cheesy, cheesecake<br />
fourteenth, fourteenths<br />
fifteenth, fifteenths<br />
clays<br />
acts, acted, acting, actor<br />
kilograms<br />
kilometres<br />
4. (a) wrote (b) April<br />
(c) steel (d) often<br />
5. (a) often (b) creek<br />
(c) steep (d) joke<br />
(e) cheese (f ) clay<br />
(g) wheel (h) write<br />
(i) between (j) act<br />
(k) April (l) kilometre<br />
(m) rode (n) steel<br />
6. (a) knife<br />
(b) today, clay<br />
(c) pull<br />
(d) salad, cheese<br />
7. (a) road (b) write<br />
(c) steel (d) creak<br />
(e) knows<br />
8.<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
today (1)<br />
cork (4)<br />
flat (2)<br />
pull (14)<br />
eye (16)<br />
also (17)<br />
fight (8)<br />
salad (7)<br />
icon (5)<br />
frog (9)<br />
fast (10)<br />
knife (13)<br />
upon (17)<br />
tie (9)<br />
ask (10)<br />
nose (12)<br />
grandfather (15)<br />
work (16)<br />
y a l c a w s n e t f o k<br />
r l t j r s r e a c t b i<br />
i o k o c m r i s p e e l<br />
n n t u r o o x t p e t o<br />
e e v w e k d l e e h w m<br />
e m o b e n e e h c s e e<br />
t a e e k o y l h s r e t<br />
r r s t e e p e m c o n r<br />
u g t w p s p o k e d l e<br />
o o e e z e k o j e a i p<br />
f l e n e e t f i f r y r<br />
w i l e e h s m o p b n i<br />
p k l e r c i t A p r i l<br />
Viewing Sample<br />
9. (a) clay (b) sheet<br />
(c) steel (d) creek<br />
10. (a) fifteen (b) salad<br />
(c) between (d) April<br />
(e) today<br />
11. (a) cheese<br />
(b) wheel<br />
(c) smoke<br />
Prim-Ed Publishing 41 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong>
3<br />
4<br />
16<br />
5<br />
9<br />
6<br />
1<br />
14<br />
18 19<br />
7<br />
12<br />
2<br />
10<br />
13<br />
8<br />
15<br />
U nit 4<br />
LIST FOCUS<br />
• digraphs ‘oa’ and ‘ou’<br />
• phoneme ‘a’ as in ‘basket’<br />
• mathematical/computer terms<br />
DICTATION<br />
1. The dentist added a bar of soap<br />
to her shopping basket.<br />
2. They were worried by the<br />
sound of a wild animal which<br />
was coming from the south.<br />
3. Daniel sent a message to say<br />
they would be at the bottom of<br />
the mountain in an hour.<br />
4. During the course, he enjoyed<br />
being shown how to use things<br />
like a modem and a mouse.<br />
ADDITIONAL ACTIVITIES<br />
1. Discuss homographs and<br />
homophones of words like<br />
‘mouse’, ‘sound’, ‘hour’/’our’ and<br />
‘count’/’Count’.<br />
2. Make a class list of other maths<br />
terminology that is needed for<br />
number operations. For<br />
example, add, equals.<br />
3. Find other words that can be<br />
added to ball to make<br />
compound words. For example,<br />
football, netball, volleyball.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) port, pout, pour, hour<br />
(b) flan, flap, slap, soap<br />
2. (a) dentist (b) modem<br />
3.<br />
l o a v e s<br />
b<br />
l<br />
i<br />
n<br />
11<br />
d<br />
i<br />
a<br />
v<br />
n i m a l<br />
o<br />
o s o a p c o u n t<br />
u o<br />
t p<br />
s h o u t<br />
h o u r<br />
i d e n<br />
o<br />
d<br />
m b u<br />
t h o u s a n d b<br />
17<br />
s u b t r a c t u s<br />
m o d e m<br />
n k<br />
t<br />
b a s k e t d e n t i s t<br />
e<br />
a t<br />
o<br />
i<br />
i b<br />
m<br />
n<br />
n a<br />
g<br />
l<br />
20<br />
m u l t i p l y<br />
4. Teacher check<br />
5. (a) subtract (b) shout<br />
(c) large (d) sound<br />
(e) happy (f ) bite<br />
LIST<br />
soap<br />
loaves<br />
count<br />
hour<br />
south<br />
sound<br />
shout<br />
proud<br />
mouse<br />
thousand<br />
mountain<br />
basket<br />
basketball<br />
dentist<br />
bottom<br />
blind<br />
being<br />
animal<br />
subtract<br />
divide<br />
multiply<br />
modem<br />
6. (a) two (b) byte<br />
(c) Our, hour (d) air<br />
WORD BUILDING<br />
soaps, soaped, soaping, soapy<br />
counts, counted, counting,<br />
counter<br />
hours, hourly<br />
southern, southerly<br />
sounds, sounded, sounding<br />
shouts, shouted, shouting<br />
pride<br />
mice, mousy<br />
thousands, thousandth<br />
mountains, mountaineer<br />
baskets<br />
basketballs<br />
dentists, dentistry<br />
blinds, blinded, blinding,<br />
blindness<br />
animals<br />
subtracts, subtracted,<br />
subtracting, subtraction<br />
divides, divided, dividing,<br />
division, divisible, divider<br />
multiplies, multiplied,<br />
multiplying, multiplication,<br />
multiple<br />
modems<br />
7. (a) Joshua packed the basket<br />
with loaves of bread.<br />
(b) She gave a shout at the top<br />
of the mountain.<br />
8.<br />
m b m o t t o b k h b m l<br />
o l s o u n d d t p e o l<br />
u i o s a n u u h d g d s<br />
s n u o d o o d o o n e u<br />
n d s a r s t m u r i n b<br />
i i h p i e b a s k e t t<br />
a v o a m v s n a a b i r<br />
t i u l o a i t n v o s a<br />
n d t n u o c s d e l t c<br />
u e s b s l i o f i n s t<br />
o s i a e u a n i m a l u<br />
m b l l a b t e k s a b t<br />
m u l t i p l y a r u o h<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
face (4)<br />
football (15)<br />
large (18)<br />
should (12)<br />
glass (10)<br />
insert (5)<br />
slept (2)<br />
mow (8)<br />
two (14)<br />
air (13)<br />
happy (12)<br />
kitten (11)<br />
holiday (15)<br />
host (17)<br />
please (8)<br />
bay (1)<br />
behind (3)<br />
bite (6)<br />
9. (a) so, out (b) bask, ask, as<br />
(c) so (d) out<br />
Viewing Sample<br />
10. (a) mountain (b) soap<br />
11. animal, basket, being, blind,<br />
bottom, dentist, divide, hour,<br />
mountain, mouse, multiply,<br />
proud<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong> 42 Prim-Ed Publishing
U nit 5<br />
LIST FOCUS<br />
• digraphs ‘ew’, ‘ow’, ‘ch’ and ‘th’<br />
• initial blends ‘gr’, ‘fl’, ‘dr’, ‘bl’ and ‘br’<br />
• silent ‘b’<br />
DICTATION<br />
1. Can you fetch the bowl from<br />
the kitchen?<br />
2. The weather grew worse as the<br />
pilot flew over the city, so he<br />
had to change his plan.<br />
3. When he returned a few weeks<br />
later, he was surprised that the<br />
lamb had grown so much.<br />
4. Just as the wedding had<br />
begun, the wind blew strongly<br />
and a branch fell from the tree.<br />
ADDITIONAL ACTIVITIES<br />
1. List other words that end in<br />
‘ow’. For example, hollow,<br />
shadow, window.<br />
2. The letter ‘b’ is silent in the list<br />
words ‘lamb’ and ‘thumb’. Find<br />
other words with silent ‘b’.<br />
3. List words such as ‘monitor’,<br />
‘bowl’ and ‘bow’ have more<br />
than one meaning. Write<br />
sentences to explain the<br />
different meanings.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) grown (b) branch<br />
(c) fetch (d) thumb<br />
(e) bowl (f) few, flew,<br />
threw, grew,<br />
drew or<br />
blew<br />
(g) bunch (h) lamb<br />
2. kit, neck, tick, hen, kin, chin etc.<br />
1<br />
d<br />
2<br />
3.<br />
t r<br />
3<br />
m o n i t o r<br />
h e<br />
h<br />
g r e w<br />
c u<br />
e<br />
h m<br />
f f e w<br />
l a m b<br />
10<br />
b o w l<br />
n<br />
l e<br />
g<br />
11<br />
b<br />
12<br />
b l e w<br />
b e s i d e o<br />
o<br />
14<br />
g r o w n<br />
15<br />
b e l o w<br />
u<br />
u<br />
16<br />
b r a n<br />
17<br />
c h<br />
n<br />
h<br />
c<br />
18<br />
k i t c h e n<br />
h<br />
m<br />
n<br />
19<br />
f e t c h<br />
y<br />
LIST<br />
few<br />
threw<br />
grew<br />
flew<br />
drew<br />
blew<br />
grown<br />
follow<br />
bow<br />
bowl<br />
below<br />
begun<br />
beside<br />
bunch<br />
branch<br />
change<br />
chimney<br />
fetch<br />
kitchen<br />
lamb<br />
thumb<br />
monitor<br />
WORD BUILDING<br />
fewer, fewest<br />
4. (a) grown (b) branch<br />
(c) bunch (d) fetch<br />
(e) beside (f ) blew<br />
(g) kitchen (h) thumb<br />
(i) follow (j) drew<br />
(k) few (l) below<br />
5. (a) below (b) front<br />
(c) begun (d) even<br />
(e) follow (f ) love<br />
6. (a) nearly (b) few<br />
(c) leave (d) drew<br />
(e) below (f ) branch<br />
follows, followed, following,<br />
follower<br />
bows, bowed, bowing<br />
bowls, bowled, bowling<br />
besides<br />
bunches, bunched, bunching<br />
branches, branched, branching<br />
changes, changed, changing<br />
chimneys<br />
fetches, fetched, fetching<br />
kitchens<br />
lambs, lambed, lambing<br />
thumbs<br />
monitors<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
nearly (16)<br />
could (12)<br />
herself (15)<br />
himself (15)<br />
quick (16)<br />
mobile (5)<br />
pasta (2)<br />
love (7)<br />
front (9)<br />
even (11)<br />
fairy (13)<br />
their (14)<br />
visit (18)<br />
leave (8)<br />
wore (4)<br />
plant (2)<br />
away (11)<br />
skate (70)<br />
b e e g n a h c b o l w y<br />
u o g n t c t h u m b l e<br />
n b w a h h m e w w g n n<br />
c m o f r t o d n o r u m<br />
e u l h e b n i e l o g i<br />
h e l b w w i s h e w e h<br />
w h o m e h t e c b b o c<br />
t c f a n n o b t c h k b<br />
h t o l b w r n i h c i l<br />
b e g u n o w c k i t t e<br />
r f w d e r e e w f e h w<br />
e b l i f g r e w a l e n<br />
h c n a r b d b u n c h e<br />
Viewing Sample<br />
7. (a) follow, followed, following<br />
(b) change, changed, changing<br />
(c) branch, branched,<br />
branching<br />
(d) bowl, bowled, bowling<br />
Prim-Ed Publishing 43 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong><br />
8.<br />
9. (a) monitor, drew, fetch, lamb,<br />
begun, bowl, bow, few, flew,<br />
follow, branch, chimney,<br />
change, threw<br />
(b) grew, blew, grown, below<br />
beside, bunch, kitchen,<br />
thumb<br />
10. (a) even (b) blew<br />
(c) nearly (d) plant<br />
11. few, flew, blew, bow, bowl,<br />
below, lamb
U nit 6<br />
LIST FOCUS<br />
• digraph ‘ck’<br />
• double consonants ‘ss’ and ‘pp’<br />
• silent ‘k’<br />
• initial blends ‘cr’, ‘tr’, ‘br’, ‘bl’ and ‘fl’<br />
DICTATION<br />
1. He bought a ticket to the<br />
twelve o’clock cricket match.<br />
2. It was only a matter of luck that<br />
I managed to pass the test in<br />
the science lesson.<br />
3. If you happen to feel hungry, I<br />
have a packet of instant<br />
chicken soup in my pocket.<br />
4. The farmer forgot to lock the<br />
gate and the flock of sheep<br />
went wandering down the<br />
track.<br />
ADDITIONAL ACTIVITIES<br />
1. Use a table to list the ‘ck’ list<br />
words to which ‘er’ can be<br />
added to form a new word.<br />
How does it affect the<br />
meaning?<br />
2. Brainstorm a class list of other<br />
words that also contain ‘ss’.<br />
3. Find other words that make the<br />
‘k’ sound ‘ck’ makes using other<br />
spellings. For example,<br />
Christmas, kit, picnic, ache.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) ticket (b) film<br />
(c) chicken (d) brick<br />
(e) lock (f ) cricket<br />
(g) trick<br />
2.<br />
1<br />
2<br />
3<br />
4 5<br />
6<br />
7<br />
9<br />
16<br />
k i s s<br />
l e s s o n<br />
f<br />
o<br />
l<br />
t i c k e t o<br />
f i l m<br />
8<br />
k r o c k e t<br />
h u<br />
i k<br />
a c<br />
10<br />
t c<br />
p k<br />
11<br />
b r i<br />
12<br />
c k<br />
p<br />
a h<br />
e<br />
c i<br />
n<br />
13<br />
c r a c k c<br />
r<br />
k<br />
i<br />
14<br />
p<br />
15<br />
o c k e t<br />
l c c n<br />
17<br />
b l o c k l<br />
c e o<br />
18<br />
p a c k e t c<br />
a<br />
k<br />
s<br />
l e s s<br />
19<br />
LIST<br />
crack<br />
track<br />
brick<br />
trick<br />
ticket<br />
cricket<br />
chicken<br />
packet<br />
pocket<br />
rocket<br />
lock<br />
block<br />
flock<br />
knock<br />
luck<br />
o’clock<br />
pass<br />
kiss<br />
less<br />
lesson<br />
happen<br />
film<br />
WORD BUILDING<br />
cracks, cracked, cracking,<br />
cracker<br />
tracks, tracked, tracking, tracker<br />
bricks, bricklayer<br />
tricks, tricked, tricking, trickery,<br />
trickster<br />
tickets, ticketed, ticketing<br />
cricketer<br />
chickens<br />
packets<br />
pockets, pocketed, pocketing<br />
rockets, rocketed, rocketing<br />
locks, locked, locking<br />
blocks, blocked, blocking,<br />
unblock<br />
flocks, flocked, flocking<br />
knocks, knocked, knocking,<br />
knocker<br />
lucky, unlucky<br />
3. block, brick, chicken, film, less,<br />
lesson, luck, o’clock, pass,<br />
rocket, ticket, trick<br />
4. (a) o’clock (b) flock<br />
(c) lesson<br />
5. (a) less (b) hello<br />
(c) buy (d) new<br />
(e) lock (f) die<br />
6. (a) blew (b) blue<br />
(c) lock (d) loch<br />
7. (a) chicken (b) rocket<br />
passes, passed, passing<br />
kisses, kissed, kissing<br />
lesser, lessen, lessening<br />
lessons<br />
happens, happened, happening<br />
films, filmed, filming<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
crop (7)<br />
moth (18)<br />
buy (14)<br />
hello (12)<br />
boss (2)<br />
water (6)<br />
brother (9)<br />
class (10)<br />
knew (13)<br />
horn (4)<br />
peanut (7)<br />
window (8)<br />
new (14)<br />
winter (16)<br />
die (9)<br />
belt (1)<br />
hunt (5)<br />
skin (7)<br />
c i r k e p l t e k c i t<br />
p n r t c k b u e t b l o<br />
a k a k c o l f c m e l n<br />
s h t e k c o r k k n o k<br />
s a e l f r c c c p o b n<br />
o p k c t e k c o p s h o<br />
s p c r o c t r l e s s c<br />
s e i a a o k c f u e a k<br />
i n r r k l k o l o l p e<br />
k t c c p a c k e t o p l<br />
k e i k c h i c k e n e s<br />
c r o r c o r m i f s n s<br />
Viewing Sample<br />
b m l i f i t r a c k p a<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong> 44 Prim-Ed Publishing<br />
8.<br />
9. (a) chicken (b) lesson<br />
(c) rocket (d) o’clock<br />
(e) happen (f ) pocket<br />
10. (a) knock, knew<br />
(b) pass, kiss, less, boss, class<br />
(c) lock, block, flock, knock,<br />
o’clock<br />
(d) cricket, chicken, brother
U nit 7<br />
LIST FOCUS<br />
• digraphs ‘ea’, ‘wh’ and ‘oo’ as in<br />
‘blood’<br />
• initial blends ‘dr’, ‘cr’, ‘str’, ‘sp’, ‘bl’<br />
and ‘fl’<br />
DICTATION<br />
1. They couldn’t reach the<br />
stranded people until the flood<br />
water was lower.<br />
2. It was her dream to reach Africa<br />
and see a real lion.<br />
3. We never really ate a proper<br />
meal over Easter.<br />
4. When the football season had<br />
finished, the captain of the<br />
team was asked to speak to the<br />
class.<br />
ADDITIONAL ACTIVITIES<br />
1. Focus on the ‘y’ ending that can<br />
be added to many of the list<br />
words. Brainstorm other words<br />
‘y’ can be added to.<br />
2. Find rhyming words for ‘blood’<br />
and’ flood’. What combinations<br />
of letters can make this sound?<br />
For example, mud, come etc.<br />
3. Discuss homographs and<br />
homophones for these words:<br />
‘season’, ‘stream’, ‘lead’, ‘cream’.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) blood (b) meal<br />
(c) heat (d) flood<br />
(e) team<br />
2. (a) heat, wheat(b) team<br />
(c) season (d) leaves<br />
(e) beans (f) wheat<br />
(g) season (h) really<br />
(i) reach<br />
3.<br />
1<br />
f<br />
3<br />
6<br />
l i o n<br />
o<br />
b l o d<br />
d r a<br />
12<br />
s<br />
13<br />
b e a n s<br />
t a t<br />
15<br />
c r e a m<br />
e<br />
18<br />
s p e a k<br />
e m<br />
a<br />
s<br />
o<br />
n<br />
7<br />
8 9<br />
10<br />
o t e a<br />
2<br />
14<br />
17<br />
19 20<br />
u<br />
n<br />
4 5<br />
w h e a t<br />
m<br />
e i<br />
e<br />
11<br />
b e a k l<br />
a e t<br />
l e a d<br />
d<br />
16<br />
E a s t e r<br />
e<br />
r e a l l y<br />
c e<br />
h a<br />
v<br />
e<br />
s<br />
LIST<br />
beak<br />
heat<br />
lead<br />
meal<br />
team<br />
east<br />
Easter<br />
beads<br />
beans<br />
dream<br />
cream<br />
stream<br />
speak<br />
wheat<br />
reach<br />
really<br />
leaves<br />
season<br />
blood<br />
flood<br />
until<br />
lion<br />
4. (a) wheat or heat<br />
(b) blood or flood<br />
(c) beak, speak<br />
(d) season<br />
5. (a) season (b) cream<br />
(c) dream (d) lion<br />
(e) wheat (f ) stream<br />
(g) lead (h) meal<br />
(i) leaves (j) flood<br />
(k) team (l) speak<br />
(m) reach (n) beads<br />
WORD BUILDING<br />
beaks<br />
heats, heated, heating, heater<br />
leads, led, leading, leader<br />
meals, mealtime<br />
teams, teamwork<br />
eastern, eastwards<br />
Easters<br />
dreams, dreamed, dreamt,<br />
dreaming, dreamer, dreamy<br />
creams, creamy<br />
streams, streamed, streaming,<br />
streamer<br />
speaks, spoke, speaking,<br />
speaker<br />
reaches, reached, reaching<br />
seasons, seasonal<br />
bloody, bloodthirsty<br />
floods, flooded, flooding,<br />
floodlight<br />
lions, lioness, lionesses<br />
6. lion, leaves, reach<br />
7. (a) been (b) led<br />
(c) to, shoo (d) team, high<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
remote (2)<br />
what (13)<br />
easy (12)<br />
puppy (11)<br />
gram (2)<br />
bank (3)<br />
wife (6)<br />
hose (5)<br />
better (10)<br />
clever (17)<br />
getting (14)<br />
rusty (12)<br />
does (11)<br />
high (8)<br />
shoe (17)<br />
job (1)<br />
cover (9)<br />
too (18)<br />
Prim-Ed Publishing 45 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong><br />
8.<br />
n o y b a s t t r k r w h<br />
p o l h s r e a t a e h w<br />
o m l n s c m e l e a t h<br />
n r a n k a e h a p c e f<br />
t e e c r e a m e s h a l<br />
b t r n o i l t d a e m o<br />
r s e a s o n a s r t m o<br />
e a s s e s e a s a e p d<br />
a e e d v b u n t i l a e<br />
l a a a l d e a s t d o m<br />
y e e o s e v a e l l o i<br />
l s o l u o o d k o n l o<br />
y d o n i m a e r t s f n<br />
Viewing Sample<br />
9. (a) beak beaks<br />
(b) leaf leaves<br />
(c) puppy puppies<br />
(d) team teams<br />
10. (a) Easter (b) really<br />
(c) meal (d) flood<br />
(e) wheat (f) wife<br />
(g) bank (h) lion<br />
(i) better (j) easy
U nit 8<br />
LIST FOCUS<br />
• words ending in ‘y’<br />
• double consonants ‘rr’, ‘ll’<br />
and ‘nn’<br />
• initial blends ‘pl’, ‘tw’ and ‘sm’<br />
DICTATION<br />
1. There was plenty of jelly for<br />
everyone.<br />
2. Nobody was sure what was on<br />
the menu.<br />
3. I know you are busy, but it’s silly<br />
to hurry.<br />
4. She was sorry she had come to<br />
the city because it was so busy.<br />
ADDITIONAL ACTIVITIES<br />
1. Discuss other describing words<br />
that end in ‘y’, such as ‘happy’,<br />
‘itchy’ etc. Mention words that<br />
end in ‘ly’ are often adjectives.<br />
2. Find other words like ‘menu’<br />
that have become part of the<br />
English language.<br />
3. Brainstorm a list of synonyms<br />
and antonyms for the words<br />
‘angry’ and ‘tiny’.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) silly, jelly, roll, smell<br />
(b) pony, plenty, plan, paint,<br />
put, present, peek<br />
(c) roll, walk<br />
(d) everyone<br />
2. every, one, no, rye, eve, ever,<br />
yen, on etc.<br />
1<br />
2<br />
3.<br />
m<br />
20<br />
a<br />
5<br />
m<br />
8<br />
11<br />
e<br />
s u n<br />
m u<br />
10<br />
s u r e<br />
l<br />
l t<br />
i<br />
n<br />
14<br />
p o<br />
15<br />
n y<br />
o<br />
b u<br />
o<br />
18<br />
c d<br />
19<br />
f a m i l y<br />
t<br />
n g r y<br />
16 17<br />
e v<br />
r<br />
r<br />
n y<br />
3 4<br />
12<br />
h<br />
u<br />
n<br />
g<br />
r<br />
s y<br />
o<br />
r<br />
r<br />
y<br />
6<br />
7<br />
9<br />
s<br />
e r y o n e i<br />
v l<br />
p j e l l y<br />
l r y<br />
t w e n t y<br />
n<br />
t<br />
13<br />
u r r y<br />
o<br />
l<br />
l<br />
LIST<br />
family<br />
nobody<br />
busy<br />
city<br />
pony<br />
tiny<br />
angry<br />
hungry<br />
plenty<br />
twenty<br />
every<br />
everyone<br />
merry<br />
hurry<br />
sorry<br />
jelly<br />
silly<br />
sunny<br />
roll<br />
smell<br />
sure<br />
menu<br />
WORD BUILDING<br />
families<br />
4. (a) twenty (b) pony<br />
(c) jelly (d) sunny<br />
(e) city (f) angry<br />
5. angry, busy, city, every, hungry,<br />
jelly, menu, plenty, roll, sunny,<br />
sure, tiny<br />
6. (a) busy (b) sunny<br />
(c) queen (d) sure<br />
(e) nobody (f) night<br />
7. (a) bigger (b) city<br />
(c) silly (d) tiny<br />
(e) peek (f) cried<br />
(g) angry (h) merry<br />
8. Teacher check<br />
busily, busier, busiest<br />
cities<br />
ponies<br />
tinier, tiniest<br />
angrier, angriest<br />
hungrier, hungriest<br />
plentiful<br />
twenties, twentieth, twentieths<br />
everyday, everywhere<br />
merrier, merriest, merrily<br />
hurries, hurried, hurrying<br />
sorrier, sorriest<br />
jellies, jellied, jellyfish<br />
sillier, silliest, silliness<br />
sunnier, sunniest<br />
rolls, rolled, rolling, roller<br />
smells, smelled, smelt, smelling,<br />
smelly, smellier, smelliest<br />
surely, sureness, unsure<br />
menus<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
bigger (8)<br />
plan (2)<br />
because (3)<br />
paint (6)<br />
walk (14)<br />
baby (12)<br />
put (11)<br />
across (11)<br />
present (15)<br />
peek (17)<br />
use (9)<br />
night (8)<br />
after (10)<br />
queen (16)<br />
cried (18)<br />
bedroom 15)<br />
mind (11)<br />
mile (6)<br />
s a y l l e j m e l l o r<br />
l m f r m e b u s y s e r<br />
i m e n o y r e v e l r e<br />
y e l l y s y s y n n u s<br />
o r c e l l r r y w u s s<br />
n r g i l p r h e t r b u<br />
p y n i t u h u n g r y m<br />
s y s v h y e y t u y t e<br />
o i a e l r v l s n d n n<br />
r t y i c g e n o e o e u<br />
r c m d y n r p o v b w g<br />
y a o e v a y e r y o t r<br />
Viewing Sample<br />
9.<br />
f b o n y t n e l p n o y<br />
10. (a) paint (b) family<br />
(c) menu<br />
11. (a) Everyone was happy that<br />
jelly was on the menu.<br />
(b) It was a beautiful sunny day<br />
in the city.<br />
(c) There was plenty of time<br />
left to see the castle.<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong> 46 Prim-Ed Publishing
U nit 9<br />
LIST FOCUS<br />
• digraphs ‘ai’, ‘ar’, ‘ur’ and ‘ay’<br />
• trigraph ‘are’<br />
DICTATION<br />
1. The computer software was a<br />
surprise gift.<br />
2. The team captain was worried<br />
about the game against the<br />
Hawks on Saturday.<br />
3. The carpet will be laid on<br />
Thursday.<br />
4. It wasn’t true that the nurse<br />
had once been in the army.<br />
ADDITIONAL ACTIVITIES<br />
1. List other groups of words<br />
which have capital letters. For<br />
example, months, people’s<br />
names, etc.<br />
2. Discuss how the ‘e’ is dropped<br />
in making words like ‘nursing’,<br />
and ‘surprising’.<br />
3. Brainstorm a list of other<br />
compound words that are<br />
associated with computers. For<br />
example, keyboard, backspace.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) shark (b) computer<br />
1<br />
2<br />
3<br />
2.<br />
p<br />
c<br />
r<br />
10<br />
s<br />
h<br />
15<br />
s h a r<br />
r<br />
k<br />
r<br />
p<br />
e<br />
t<br />
5<br />
c u r v e<br />
17<br />
a<br />
p<br />
t<br />
u<br />
s<br />
e<br />
9<br />
c h a i n<br />
a i<br />
13<br />
n u<br />
14<br />
s<br />
u<br />
T h u r<br />
r<br />
p<br />
r<br />
e<br />
s d a y<br />
4<br />
s o<br />
f t w a r<br />
3. (a) rain, in (b) cap, in, apt<br />
(c) turn, urn (d) arm, my<br />
m<br />
p<br />
u<br />
t<br />
e<br />
r<br />
18<br />
g<br />
16<br />
h<br />
e<br />
t<br />
u<br />
6<br />
7<br />
l h r<br />
8<br />
a g a i n s t<br />
i<br />
d<br />
r a<br />
d<br />
i<br />
19<br />
t w<br />
20<br />
S a t u r d a y<br />
e<br />
u<br />
e<br />
a<br />
r<br />
e<br />
i<br />
r<br />
11 12<br />
m a r<br />
n<br />
r<br />
m<br />
y<br />
k<br />
LIST<br />
software<br />
hardware<br />
laid<br />
grain<br />
chain<br />
captain<br />
against<br />
harm<br />
mark<br />
sharp<br />
shark<br />
carpet<br />
army<br />
purse<br />
nurse<br />
return<br />
curve<br />
surprise<br />
Saturday<br />
Thursday<br />
true<br />
computer<br />
WORD BUILDING<br />
4. (a) army (b) curve<br />
(c) Thursday (d) nurse<br />
(e) against (f ) mark<br />
(g) laid (h) true<br />
(i) harm (j) chain<br />
(k) captain (l) purse<br />
(m) carpet (n) grain<br />
grains, grained, grainier,<br />
grainiest, granular, granulated<br />
chains, chained, chaining,<br />
chainsaw<br />
captains, captained, captaining,<br />
captaincy<br />
5. (a) curve, curved, curving<br />
(b) harm, harmed, harming<br />
(c) carpet, carpeted, carpeting<br />
(d) surprise, surprised,<br />
surprising<br />
6. (a) poor (b) paw<br />
(c) hour (d) our<br />
harms, harmed, harming,<br />
harmful, harmless, unharmed<br />
marks, marked, marking,<br />
marker, markedly<br />
sharper, sharpest, sharpen,<br />
sharpened, sharpening, sharply,<br />
sharpness<br />
sharks<br />
carpets, carpeted, carpeting<br />
armies<br />
purses<br />
nurses, nursed, nursing,<br />
nursemaid, nursery<br />
returns, returned, returning<br />
curves, curved, curving, curvy,<br />
curvature<br />
surprises, surprised, surprising,<br />
surprisingly<br />
Saturdays<br />
Thursdays<br />
truth, truthful, truthfully, truly<br />
computers, computerise<br />
7.<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
half (18)<br />
email (5)<br />
light (8)<br />
child (10)<br />
story (18)<br />
carry (12)<br />
next (15)<br />
poor (16)<br />
there (3)<br />
again (6)<br />
our (10)<br />
kneel (13)<br />
sometimes (15)<br />
both (17)<br />
solid (3)<br />
says (16)<br />
save (1)<br />
yellow (8)<br />
s a e s r d n n f m s t u<br />
n i r o e n i i r e h r y<br />
i e a f t o a a u s a e a<br />
a s w t u o h t s i r t d<br />
r r d w r e c p l r k u s<br />
g u r a n s h a r p r p r<br />
t p a r s t i c f r d m u<br />
i s h e n d t u r u a o h<br />
n a n c a r p e t s r c T<br />
t g r i e v r u c k r a m<br />
c r n m a u e s r u n i y<br />
a i u u y g t e a y l n e<br />
p t a e k y a d r u t a S<br />
Viewing Sample<br />
8. (a) surprise, computer<br />
(b) Return, captain<br />
(c) mark, carpet<br />
9. harm, mark, shark, sharp, purse,<br />
nurse<br />
Prim-Ed Publishing 47 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong>
U nit 1<br />
0<br />
LIST FOCUS<br />
• digraphs ‘oi’, ‘sh’ and ‘ay’<br />
• months of the year<br />
• days of the week<br />
DICTATION<br />
1. I should finish painting the<br />
kennel on Friday.<br />
2. Her singing voice was more like<br />
noise than music.<br />
3. Add oil and salt to the water<br />
when it starts to boil.<br />
4. There had been more than one<br />
car crash during July.<br />
ADDITIONAL ACTIVITIES<br />
1. Discuss the word origins of the<br />
days of the week.<br />
2. List other words that end in ‘ic’.<br />
For example, picnic, comic,<br />
classic.<br />
3. Discuss the sound the ‘a’ makes<br />
in the word ‘salt’. List other<br />
words where this also occurs.<br />
For example, malt, alter. Are<br />
there any similarities?<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) shell (b) shell<br />
(c) fresh (d) oil<br />
2. (a) point, during, finish or<br />
insect<br />
(b) soil (c) during<br />
(d) crash (e) finish<br />
(f) shell (g) voice<br />
(h) bush<br />
2<br />
3.<br />
k<br />
20<br />
S<br />
16<br />
T<br />
u<br />
1<br />
F<br />
r<br />
J u n e<br />
3<br />
i<br />
n<br />
d<br />
n<br />
4<br />
W e d n e s d a y b e<br />
5<br />
y o i l<br />
6<br />
p i<br />
7<br />
c J<br />
10<br />
s o i l<br />
8<br />
9<br />
r<br />
11<br />
m u s i c i<br />
13<br />
d a l<br />
12<br />
n<br />
14<br />
n o i<br />
15<br />
s e<br />
u e s d a y<br />
17<br />
s a l t h<br />
r h<br />
e<br />
f r e s h<br />
18<br />
i<br />
19<br />
v o i c e i l<br />
n d a y<br />
t<br />
n l<br />
g<br />
i<br />
21<br />
b u s h<br />
h<br />
LIST<br />
oil<br />
boil<br />
soil<br />
point<br />
noise<br />
voice<br />
salt<br />
insect<br />
kennel<br />
June<br />
July<br />
during<br />
music<br />
shell<br />
bush<br />
fresh<br />
finish<br />
crash<br />
Tuesday<br />
Wednesday<br />
Friday<br />
Sunday<br />
4. (a) voice (b) crash<br />
(c) salt (d) noise<br />
5. (a) kennel (b) boil<br />
(c) music (d) Friday<br />
(e) fresh (f) during<br />
(g) insect (h) Sunday<br />
(i) crash (j) finish<br />
(k) oil (l) point<br />
6. (a) head (b) finish<br />
(c) more (d) asleep<br />
(e) fresh (f) evening<br />
7. (a) insect (b) stone<br />
(c) oil (d) gone<br />
(e) funny (f) tale<br />
(g) finish (h) soil<br />
8. (a) crash (b) salt<br />
(c) bush (d) soil<br />
WORD BUILDING<br />
oils, oiled, oiling, oily, oilier,<br />
oiliest, oilskin<br />
boils, boiled, boiling, boiler<br />
soils, soiled, soiling<br />
points, pointed, pointing,<br />
pointedly, pointer<br />
noises, noisy, noisier, noisiest,<br />
noisily, noiseless, noiselessly<br />
voices, voiced, voicing<br />
salts, salted, salting, salty, saltier,<br />
saltiest<br />
insects, insecticide<br />
kennels<br />
musical, musically, musician<br />
shells, shelled, shelling, shellfish,<br />
seashell<br />
bushes, bushy<br />
freshen, freshness, refresh<br />
finishes, finished, finishing<br />
crashes, crashed, crashing<br />
Tuesdays<br />
Wednesdays<br />
Fridays<br />
Sundays<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
evening (11)<br />
scroll (5)<br />
paw (14)<br />
inside (15)<br />
word (16)<br />
tale (4)<br />
apple (7)<br />
butter (10)<br />
why (13)<br />
funny (12)<br />
head (18)<br />
church (2)<br />
blank (3)<br />
asleep (17)<br />
stone (5)<br />
more (15)<br />
gone (13)<br />
age (4)<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong> 48 Prim-Ed Publishing<br />
9.<br />
i v t F s d a y e d w e d<br />
S e o l r j c i s u m y e<br />
u y o i u i h s e r f a s<br />
n a d u c i d s e i h d s<br />
d d J u n e i a e n s s h<br />
a s f l j n l t y g a e e<br />
y e i y i y l u J k r u l<br />
e n n f l a i n s e c T l<br />
d d i e s i o n t n r u d<br />
w e s e s t s r h n g d a<br />
o W h s a a e s c e i b y<br />
i i n t l s u f i l n o s<br />
l o p t h b b o i l s l p<br />
Viewing Sample<br />
10. (a) kennel, shell, scroll, apple,<br />
butter, funny, asleep<br />
(b) June, July<br />
(c) during, evening<br />
(d) oil, salt, apple, butter<br />
(e) crash<br />
11. crash, during, insect, July, June,<br />
kennel, music, oil, point, salt,<br />
shell, voice
19<br />
18<br />
14<br />
3<br />
6<br />
17<br />
12<br />
8<br />
1<br />
15<br />
2<br />
13<br />
5<br />
7<br />
4<br />
9 10 11<br />
16<br />
LIST FOCUS<br />
• digraphs ‘or’, ‘oo’ and ‘sh’<br />
• trigraph ‘ore’<br />
• initial blends ‘st’, ‘sp’, ‘tr’ and ‘br’<br />
DICTATION<br />
1. The store is just around the<br />
corner from the airport.<br />
2. What sort of corn did you<br />
order?<br />
3. He made his sore leg worse by<br />
playing sport for forty minutes.<br />
4. The only way to get the balloon<br />
out of the pool is to use a<br />
broom.<br />
ADDITIONAL ACTIVITIES<br />
1. List other words that have ‘or’ in<br />
them, but make the sound ‘er’.<br />
For example, worse, worm. Are<br />
there any similarities?<br />
2. Find other ‘oo’ words. Sort<br />
them into words that sound<br />
like ‘oo’ as in ‘book’ and those<br />
that sound like ‘oo’ as in ‘zoo’.<br />
3. See also pages 18 – 23.<br />
ANSWERS<br />
1. sort, mushroom, form<br />
2. car, cart, rot, rat, tart, oat, coat<br />
etc.<br />
3.<br />
a<br />
s p o r<br />
o<br />
o r d e r<br />
e<br />
i<br />
m u s h<br />
t<br />
r<br />
p<br />
o o m<br />
a o<br />
c l<br />
f o r t y<br />
o<br />
b r o o m<br />
r<br />
p<br />
s<br />
o<br />
r<br />
t<br />
f<br />
o r t<br />
r<br />
g<br />
e<br />
t o r<br />
f<br />
o<br />
r<br />
m<br />
c<br />
o<br />
r<br />
n<br />
p<br />
f<br />
o<br />
b<br />
a s s w<br />
l<br />
l<br />
o r c e<br />
o<br />
n o r t<br />
o<br />
r n e r<br />
c<br />
s h<br />
o r d<br />
h<br />
o<br />
r<br />
s<br />
t<br />
o<br />
r<br />
e<br />
LIST<br />
form<br />
storm<br />
corn<br />
corner<br />
sort<br />
sport<br />
torch<br />
north<br />
sore<br />
shore<br />
store<br />
order<br />
forget<br />
force<br />
forty<br />
airport<br />
tractor<br />
mushroom<br />
broom<br />
pool<br />
balloon<br />
password<br />
WORD BUILDING<br />
forms, formed, forming,<br />
formative<br />
storms, stormed, storming,<br />
stormy, stormier, stormiest<br />
corners, cornered, cornering<br />
sorts, sorted, sorting<br />
sports, sporting, sportsperson,<br />
sporty<br />
torches<br />
northern, northerly<br />
sores<br />
shores<br />
stores, stored, storing,<br />
storehouse<br />
orders, ordered, ordering<br />
forgets, forgot, forgetting,<br />
forgotten<br />
forces, forced, forcing, forceful,<br />
forcible<br />
forties, fortieth, fortieths<br />
airports<br />
tractors<br />
mushrooms, mushroomed,<br />
mushrooming<br />
brooms<br />
pools, pooled, pooling<br />
balloons, ballooned, ballooning<br />
passwords<br />
4. (a) Shine your torch into that<br />
corner!<br />
(b) It was hard for him to forget<br />
the terror of the storm.<br />
5. Teacher check<br />
6. (a) pretty<br />
(b) grandmother<br />
(c) great or nice<br />
(d) forget<br />
(e) north<br />
(f) last<br />
7. (a) shore (b) sore<br />
(c) fire (d) store<br />
8. (a) sure (b) shore<br />
(c) saw<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
pretty (12)<br />
spray (1)<br />
nice (6)<br />
little (7)<br />
crow (8)<br />
grandmother(15)<br />
hook (17)<br />
bread (18)<br />
rabbit (11)<br />
stalk (14)<br />
once (14)<br />
seven (17)<br />
flower (3)<br />
fire (6)<br />
last (10)<br />
great (16)<br />
cries (18)<br />
cave (4)<br />
Prim-Ed Publishing 49 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong><br />
9.<br />
U nit 1<br />
m e s t r o p r i a t b b<br />
r s h o r e p g s i h a r<br />
o r e d r o a e t e g l o<br />
c o p l k t s t o c i l o<br />
o t o r c h s m r r n o m<br />
r r o t f k w o e o m o o<br />
n a l r r o o o e f r n f<br />
e c c o r z r r n r o c o<br />
r t f p k y d h o m t t r<br />
a o r s c t t s r h s s g<br />
y r o o r r n u t s y e e<br />
t r n r o o g m h g e t t<br />
e y c h t f o r m o l o y<br />
Viewing Sample<br />
10. (a) flower, flowers<br />
(b) cry, cries<br />
(c) store, stores<br />
(d) torch, torches<br />
(e) order, orders<br />
11. (a) forty (b) seven<br />
(c) corner (d) order<br />
(e) flower (f) airport<br />
(g) mushroom (h) forget<br />
(i) tractor (j) little<br />
1
U nit 1<br />
LIST FOCUS<br />
• phoneme ‘o’ as in ‘won’<br />
• double consonants ‘dd’, ‘tt’<br />
and ‘rr’<br />
• words ending in ‘le’<br />
DICTATION<br />
1. I wonder how much money a<br />
holiday to the island costs?<br />
2. Put the honey on the shelf<br />
above the bottle.<br />
3. None of us enjoyed the terrible<br />
flight on the aeroplane.<br />
4. On Monday, we are going to<br />
visit a castle in the middle of<br />
the town.<br />
ADDITIONAL ACTIVITIES<br />
1. Focus on the ‘o’ in many of the<br />
list words, and the ‘u’ sound it<br />
makes, compared to words like<br />
‘got’ and ‘dog’.<br />
2. Find other words that end in ‘le’.<br />
For example, puddle, little,<br />
horrible, saddle.<br />
3. Discuss the silent ‘s’ in ‘island’.<br />
Make a class list of other words<br />
with silent letters.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) aeroplane (b) monkey<br />
(c) Monday (d) cattle<br />
(e) island (f ) honey<br />
(g) download<br />
2.<br />
14<br />
m<br />
7<br />
8<br />
i<br />
s c<br />
l a<br />
a t<br />
n t<br />
i d d l e<br />
e<br />
9<br />
a s t l e n o n<br />
11<br />
2<br />
2<br />
3<br />
4<br />
5<br />
1<br />
w o n<br />
g<br />
a o<br />
b e c o m e m n<br />
b<br />
v<br />
o d<br />
o<br />
e<br />
6<br />
m o n k e y<br />
t<br />
r o g r<br />
e<br />
10<br />
a<br />
l M e<br />
12<br />
t e<br />
e<br />
13<br />
h o n e y e r<br />
n<br />
r o<br />
d<br />
15<br />
d<br />
16<br />
b r p<br />
17<br />
a b o v e i l<br />
y w l b a<br />
n o l n<br />
l<br />
18<br />
n e e d l e<br />
o g<br />
a<br />
19<br />
f<br />
i d d l e<br />
3. (a) terrible (b) bottle<br />
(c) middle (d) won<br />
(e) wonder (f ) download<br />
(g) cattle (h) govern<br />
LIST<br />
won<br />
wonder<br />
among<br />
monkey<br />
money<br />
honey<br />
none<br />
above<br />
Monday<br />
govern<br />
become<br />
belong<br />
castle<br />
fiddle<br />
cattle<br />
middle<br />
needle<br />
bottle<br />
terrible<br />
aeroplane<br />
island<br />
download<br />
WORD BUILDING<br />
(i) fiddle (j) among<br />
(k) become (l) above<br />
(m) monkey (n) none<br />
wonders, wondered, wondering,<br />
wonderful, wondrous<br />
amongst<br />
monkeys<br />
moneys, monetary<br />
honeyed, honeycomb<br />
Mondays<br />
governs, governed, governing,<br />
governor, government<br />
becomes, became, becoming<br />
belongs, belonged, belonging<br />
castles<br />
fiddles, fiddled, fiddling, fiddler<br />
middles<br />
needles<br />
bottles, bottled, bottling<br />
aeroplanes<br />
islands, islander<br />
downloads, downloaded,<br />
downloading<br />
4. aeroplane, become, belong,<br />
castle, download, island, middle,<br />
monkey, needle, none, terrible,<br />
won<br />
5. (a) table (b) blue<br />
(c) nothing (d) monkey<br />
(e) middle (f) terrible<br />
(g) mail (h) above<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
disc (1)<br />
watch (14)<br />
never (17)<br />
myself (15)<br />
pair (13)<br />
site (6)<br />
nothing (9)<br />
past (10)<br />
club (2)<br />
going (13)<br />
blue (11)<br />
table (7)<br />
birthday (4)<br />
second (5)<br />
toe (9)<br />
mail (6)<br />
stairs (13)<br />
floor (16)<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong> 50 Prim-Ed Publishing<br />
6.<br />
h n o t e r r i b l e c m<br />
i o a b o v e h o n m a o<br />
s g n d o w n l o a d s n<br />
l n e e g n o l e b n t e<br />
a o e w y a d n o M e l y<br />
e m d d n a l s i o y e d<br />
l a l o e n a l p o r e a<br />
d y e n l e l d d i f r n<br />
d e c a t t l e g a e n r<br />
i k e d t s a c o d o o e<br />
m n e m o c e b n t c n v<br />
n o w r b l a o t l e e o<br />
a m e r o p w n h e b e g<br />
Viewing Sample<br />
7. (a) tea, ten, tin, win<br />
(b) rice, nice, nine, none<br />
8. (a) become (b) won<br />
(c) castle (d) nothing<br />
(e) bottle (f ) none<br />
(g) myself (h) table<br />
(i) second (j) island
LIST FOCUS<br />
• words using ‘igh’ and ‘augh’<br />
• phoneme ‘a’ as in ‘path’<br />
• digraph ‘ce’<br />
DICTATION<br />
1. The naughty prince tried to run<br />
down the path.<br />
2. Ever since he started his new<br />
job, he has been able to travel<br />
through the countryside.<br />
3. The bright lights that shone on<br />
the stage during the dance<br />
were quite a sight to see.<br />
4. Michael caught eight flies<br />
without seeming to move<br />
much at all.<br />
ADDITIONAL ACTIVITIES<br />
1. List other words where the ‘s’<br />
sound is spelt ‘ce’. For example,<br />
cent, centipede, fence.<br />
2. Use a dictionary to find other<br />
words with the prefix ‘tri’.<br />
3. List other words that have a<br />
masculine and feminine form,<br />
like ‘prince’ and ‘princess’. Which<br />
ones are politically correct?<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) keyboard, screen<br />
(b) dull, yell, princess<br />
(c) heart, cheek<br />
2. (a) prince, since, young, gather,<br />
heart, through, bright,<br />
triangle, eight, travel, tried,<br />
path, flies, slipped, sudden,<br />
move<br />
(b) sight, naughty, caught,<br />
dance, princess, keyboard<br />
1 2<br />
3<br />
3. f l i e s<br />
t<br />
4 5<br />
6<br />
8<br />
9<br />
11<br />
16<br />
l y t<br />
h e a r t<br />
i o r<br />
r<br />
p u i<br />
7<br />
m o v e<br />
p r i n c e s s u<br />
e g d i g<br />
10<br />
p<br />
s u d d e n<br />
12<br />
g a t h e r<br />
13<br />
e h<br />
i<br />
14<br />
b r i g h t<br />
n<br />
g<br />
c<br />
15<br />
c<br />
h<br />
t r a v e l<br />
17<br />
n a u g h t y<br />
u<br />
18<br />
k e y b o a r d<br />
g<br />
19<br />
d<br />
20<br />
p a t h<br />
a<br />
21<br />
t r i a n g l e<br />
c<br />
22<br />
s i n c e<br />
LIST<br />
bright<br />
sight<br />
eight<br />
naughty<br />
caught<br />
path<br />
gather<br />
through<br />
dance<br />
since<br />
prince<br />
princess<br />
heart<br />
move<br />
young<br />
triangle<br />
travel<br />
tried<br />
flies<br />
slipped<br />
sudden<br />
keyboard<br />
WORD BUILDING<br />
brighter, brightest, brightly,<br />
brighten, brightened,<br />
brightening<br />
sights, sighted, sighting,<br />
unsightly<br />
eights, eighth, eighths<br />
naughtier, naughtiest, naughtily<br />
paths, pathway<br />
gathers, gathered, gathering<br />
throughout<br />
dances, danced, dancing,<br />
dancer<br />
princes, princely<br />
princesses<br />
hearts, hearten, heartbeat<br />
moves, moved, moving, mover<br />
younger, youngest<br />
triangles, triangular<br />
travels, travelled, travelling,<br />
traveller<br />
suddenly<br />
keyboards<br />
4. (a) move (b) travel<br />
(c) slipped (d) sudden<br />
(e) path<br />
5. (a) paper (b) where<br />
(c) school (d) heart<br />
(e) letter or paper<br />
(f) path<br />
6. (a) push (b) princess<br />
(c) morning (d) break<br />
(e) caught (f ) yell<br />
(g) young (h) lady<br />
7. (a) dull (b) begin<br />
(c) felt (d) slipped<br />
(e) naughty (f ) gather<br />
(g) might (h) trip or travel<br />
8. (a) ate (b) through<br />
(c) eight (d) threw<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
morning (14)<br />
screen (2)<br />
paper (16)<br />
dull (17)<br />
yell (9)<br />
lady (12)<br />
fort (4)<br />
school (14)<br />
break (16)<br />
cheek (17)<br />
felt (1)<br />
begin (3)<br />
where (13)<br />
ago (11)<br />
push (11)<br />
trip (7)<br />
might (8)<br />
letter (10)<br />
Prim-Ed Publishing 51 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong><br />
9.<br />
U nit 1<br />
t r i a n g l e e n h e a<br />
e o g h t h g i r b r t p<br />
s e v o r m s d r p t h r<br />
l n n s i t g a t h e r i<br />
i e e e e h s n n e v o n<br />
p d c i d g y c c a o u c<br />
p d n l h u o e e r m g e<br />
e u i f n a u g h t y h l<br />
d s s t t c n e v a r h v<br />
g e p h y o g e i g h t e<br />
a e g i l e v a r t r a e<br />
t i h r s s e c n i r p h<br />
s p e n u d r a o b y e k<br />
Viewing Sample<br />
10. (a) dance, young<br />
(b) slipped, path<br />
(c) travel, eight<br />
(d) keyboard, since<br />
3<br />
11. bright, dance, eight, flies,<br />
gather, heart, move, prince,<br />
slipped, sudden, travel, young
U nit 1<br />
LIST FOCUS<br />
• words ending in ‘le’<br />
• initial blends ‘st’ and ‘str’<br />
• trigraphs ‘ear’ and ‘wor’<br />
DICTATION<br />
1. The earth shook as the strong<br />
giant trampled through the<br />
forest.<br />
2. I’ve heard that a lot of people<br />
at our school are connected to<br />
the Internet.<br />
3. Would you like to learn how to<br />
make your desktop a strange<br />
colour?<br />
4. If we got up early, we were able<br />
to listen to the birds singing.<br />
ADDITIONAL ACTIVITIES<br />
1. List other words which are<br />
associated with computer<br />
technology. For example,<br />
monitor, email.<br />
2. Discuss the various meanings<br />
of the word ‘station’.<br />
3. List as many synonyms for the<br />
word ‘strange’ as the class can<br />
think of.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) strong (b) people<br />
(c) station (d) worm<br />
(e) early (f ) able<br />
2. inter, net, tree, ten, in, tent, tee<br />
etc.<br />
3.<br />
4<br />
1<br />
2<br />
3<br />
4 5<br />
6<br />
7<br />
8<br />
9<br />
f<br />
s<br />
o<br />
g<br />
t d e s k t o p r l<br />
i<br />
r<br />
a<br />
e e e<br />
a<br />
i n t e r n e t o s t a t i o n<br />
n<br />
t<br />
10<br />
p o s t r<br />
t<br />
g<br />
h<br />
l<br />
n<br />
11<br />
c<br />
12<br />
c<br />
13 14<br />
a b l e<br />
15<br />
w o<br />
a<br />
i<br />
16<br />
e<br />
17<br />
h<br />
l<br />
m<br />
18<br />
s t r a n g e<br />
19<br />
w o<br />
e<br />
21<br />
A u g u s t r a<br />
u<br />
r<br />
e l r<br />
r<br />
a<br />
22<br />
s t r o n g y d<br />
4. (a) ear, art<br />
(b) list, is, ten<br />
(c) for, or, rest, ore, fore<br />
(d) an, ran<br />
r m<br />
r l<br />
20<br />
d<br />
u<br />
s<br />
t<br />
LIST<br />
able<br />
people<br />
dust<br />
post<br />
listen<br />
forest<br />
August<br />
station<br />
giant<br />
strange<br />
strong<br />
string<br />
learn<br />
heard<br />
early<br />
earth<br />
desktop<br />
Internet<br />
world<br />
worm<br />
colour<br />
camera<br />
WORD BUILDING<br />
enable, ability, disable, disabled,<br />
disabling, disability, unable<br />
peoples<br />
dusts, dusted, dusting, dusty,<br />
duster<br />
posts, posted, posting, poster<br />
listens, listened, listening,<br />
listener<br />
forests, forestation<br />
stations, stationed, stationing<br />
giants<br />
stranger, strangest, strangely,<br />
estranged<br />
stronger, strongest, strength,<br />
strongly<br />
strings, stringed, stringing<br />
learns, learned, learning, learner<br />
earlier, earliest<br />
earthy, earthly, earthen<br />
desktops<br />
5. (a) listen (b) desktop<br />
(c) early (d) string<br />
(e) giant (f) strong<br />
(g) able (h) dust<br />
(i) world (j) learn<br />
worlds, worldly<br />
worms, wormed, worming<br />
colours, coloured, colouring,<br />
colourful<br />
cameras, camerawork<br />
6. (a) Matthew took some<br />
beautiful pictures with his<br />
new camera in the forest.<br />
(b) The chair was painted a<br />
strange colour.<br />
(c) Although it was early, she<br />
was already on the Internet.<br />
7. Teacher check<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
catch (2)<br />
hear (3)<br />
began (3)<br />
broke (5)<br />
hung (17)<br />
doctor (18)<br />
afternoon (10)<br />
would (12)<br />
fence (18)<br />
father (10)<br />
white (6)<br />
skip (7)<br />
rung (17)<br />
hair (13)<br />
race (4)<br />
four (9)<br />
talk (14)<br />
number (16)<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong> 52 Prim-Ed Publishing<br />
8.<br />
l p h n o i t a t s c t c<br />
o e e e g n a r t s a c o<br />
t m a i s n r a e l m o l<br />
s t r o n g m g r t e l o<br />
u p d r a p l n o s r w u<br />
g e n t e r n e t a o r<br />
u o s g n i k c o t s r o<br />
A b l e a e a l s o g m d<br />
n e t s i l r e d t n h l<br />
p p u g g p r d s e i h r<br />
o t s u d o s o r a r t o<br />
s e t a f e p e a r t h w<br />
y l r a e p p o t k s e d<br />
Viewing Sample<br />
9. (a) August (b) giant<br />
(c) worm (d) Internet<br />
(e) string<br />
10. (a) dust, post, forest, August,<br />
giant, Internet<br />
(b) Internet, desktop<br />
(c) listen, heard<br />
(d) dust, post, strong, string,<br />
world, worm<br />
(e) able, August, early, earth,<br />
Internet
LIST FOCUS<br />
• trigraph ‘war’<br />
• words using ‘ough’<br />
• numbers<br />
DICTATION<br />
1. During the war, not many<br />
people had new clothes to<br />
wear.<br />
2. One hundred people were<br />
needed to build the hospital.<br />
3. She thought a warm bath<br />
would make her feel less tired.<br />
4. During November, they bought<br />
themselves twelve new<br />
computer games.<br />
ADDITIONAL ACTIVITIES<br />
1. List rhyming words for ‘wear’.<br />
Discuss the range of spelling<br />
patterns that make the same<br />
sound. For example, ‘air’, ‘are’.<br />
2. Discuss the changes that are<br />
made to the word ‘twelve’ in<br />
word building.<br />
3. Discuss the other months of<br />
the year, and any other words<br />
that have the same word origin.<br />
For example, October, octopus;<br />
December, decimal.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) bridge, enjoy, eleven<br />
2. (a) war, warm, wear<br />
(b) barcode, file, twelve, bridge<br />
(c) bridge, hospital<br />
3.<br />
15<br />
c<br />
w a r t<br />
t<br />
a<br />
r e<br />
o<br />
g<br />
t h e m s e l v e s<br />
o<br />
e t<br />
b u i l d v h<br />
g<br />
e e<br />
h h u n d r e d<br />
b o u g h t<br />
n<br />
r<br />
10<br />
b<br />
j<br />
11<br />
N o v e m b e r<br />
o<br />
u<br />
i<br />
y<br />
g<br />
12<br />
t<br />
d<br />
13<br />
t<br />
14<br />
h<br />
h w<br />
g i<br />
o<br />
l o t h e s<br />
16<br />
w e a r<br />
s<br />
l<br />
e<br />
p<br />
v<br />
d<br />
i<br />
17<br />
f i l e<br />
t<br />
a<br />
l<br />
LIST<br />
war<br />
warm<br />
thought<br />
bought<br />
brought<br />
barcode<br />
clothes<br />
together<br />
themselves<br />
build<br />
file<br />
fifth<br />
fifty<br />
eleven<br />
twelve<br />
hundred<br />
enjoy<br />
November<br />
wear<br />
bridge<br />
hospital<br />
tired<br />
WORD BUILDING<br />
wars, warred, warring, warfare<br />
warms, warmed, warming,<br />
warmer, warmest<br />
thoughts<br />
barcodes, barcoded, barcoding<br />
togetherness<br />
4. (a) wear (b) warm<br />
(c) tired (d) war<br />
5. (a) fifth fifths<br />
(b) wear wears<br />
(c) barcode barcodes<br />
(d) enjoy enjoys<br />
(e) bridge bridges<br />
6. (a) kind (b) outside<br />
(c) right (d) summer<br />
(e) warm (f ) bought<br />
7. (a) war (b) slice<br />
(c) drank (d) build<br />
(e) wear (f ) enjoy<br />
8. (a) Where (b) wear<br />
(c) we’re<br />
builds, built, building, builder<br />
files, filed, filing<br />
fifths<br />
fifties, fiftieth, fiftieths<br />
elevens, eleventh, elevenths<br />
twelves, twelfth, twelfths<br />
hundreds, hundredth,<br />
hundredths<br />
enjoys, enjoyed, enjoying,<br />
enjoyable<br />
wears, wore, wearing, wearable,<br />
underwear<br />
bridges, bridged, bridging<br />
hospitals, hospitalise,<br />
hospitalised, hospitalising<br />
tires, tiring<br />
U nit 1<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
euro (1)<br />
drank (3)<br />
slice (6)<br />
other (9)<br />
right (8)<br />
open (18)<br />
somebody (15)<br />
know (13)<br />
find (11)<br />
party (12)<br />
crisp (7)<br />
chase (5)<br />
grass (10)<br />
outside (15)<br />
wind (17)<br />
metre (2)<br />
summer (16)<br />
kind (11)<br />
Prim-Ed Publishing 53 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong><br />
9.<br />
f b t w e l v e h o t N e<br />
i o r y e e w l u c h o s<br />
f r t o v v e e n e t v a<br />
t g o j u w a l d d h e l<br />
y t g n n g r i r o e m a<br />
u b e e e t h f e c m b t<br />
t s t n v i i t d r s e i<br />
h e h e e l d r a a e r p<br />
g h e w l h l w e b l t s<br />
u t r a e t i o n d v o o<br />
o o w r b o u g h t e g h<br />
h l e j o l b y h t s i f<br />
t c f i f t h e g d i r b<br />
Viewing Sample<br />
5<br />
10. (a) film, firm, farm, warm<br />
(b) tame, tale, tile, file<br />
11. (a) war, arm<br />
(b) to, get, he, her, the<br />
(c) them, he, hem, hems, elves<br />
(d) cloth, clothe, the, he, lot, clot<br />
(e) we, ear<br />
(f) part, par, art<br />
(g) me, met<br />
(h) sum, me
U nit 1<br />
LIST FOCUS<br />
• digraphs ‘er’ and ‘ie’<br />
• double consonants ‘dd’, ‘tt’, ‘bb’,<br />
‘pp’ and ‘rr’<br />
DICTATION<br />
1. The robber was caught going<br />
down the ladder with a bag full<br />
of silver.<br />
2. For dessert, there was a choice<br />
of orange and banana pudding<br />
or carrot cake.<br />
3. She loved to eat fruit, but she<br />
hated every kind of vegetable<br />
except carrot.<br />
4. Every person was quiet as the<br />
group walked past the danger<br />
sign.<br />
ADDITIONAL ACTIVITIES<br />
1. Brainstorm a list of other fruits<br />
and vegetables that are<br />
difficult to spell.<br />
2. Discuss the difference between<br />
the vowel sound in ‘quiet’ and<br />
‘dried’. Find other examples of<br />
similar words. For example, diet,<br />
lied.<br />
3. Make sentences using the word<br />
building forms of ‘person’.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) silver (b) robber<br />
(c) orange (d) slippers<br />
(e) finger (f ) ladder<br />
(g) pudding<br />
2.<br />
6<br />
1<br />
2<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
16<br />
l<br />
b a n a n a<br />
d<br />
d<br />
f<br />
e v<br />
d<br />
s i l v e r e s<br />
f r u i t n<br />
g u<br />
i<br />
g<br />
10<br />
q e p<br />
e<br />
e<br />
11<br />
q u i e t p e<br />
14<br />
d<br />
15<br />
a n g e r a a e<br />
n<br />
r u b b e r<br />
17<br />
m a s t e r<br />
t l<br />
18<br />
o<br />
w<br />
e e r<br />
19<br />
S e p t<br />
20<br />
e m b e r<br />
a<br />
r<br />
a<br />
n<br />
t<br />
g<br />
21<br />
c a r r o t<br />
e<br />
e<br />
22<br />
r o b b e r<br />
12 13<br />
3<br />
p<br />
u<br />
d<br />
d<br />
i<br />
r s o n<br />
l g<br />
i<br />
p<br />
p<br />
e<br />
r<br />
s<br />
LIST<br />
September<br />
answer<br />
danger<br />
finger<br />
master<br />
quarter<br />
silver<br />
ladder<br />
matter<br />
robber<br />
rubber<br />
supper<br />
slippers<br />
quiet<br />
dried<br />
fruit<br />
orange<br />
banana<br />
vegetable<br />
carrot<br />
pudding<br />
person<br />
WORD BUILDING<br />
3. (a) vegetable (b) banana<br />
(c) quiet (d) dried<br />
(e) danger (f) finger<br />
(g) ladder (h) rubber<br />
4. (a) danger (b) mother<br />
(c) answer (d) real<br />
(e) quiet (f) soft<br />
5. (a) person (b) quarter<br />
(c) tear (d) chair<br />
answers, answered, answering,<br />
unanswered, unanswerable<br />
dangers, dangerous,<br />
endangered<br />
fingers, fingernail<br />
masters, mastered, mastering,<br />
masterful, masterpiece<br />
quarters, quartered, quartering,<br />
quarterly<br />
silvery, silversmith<br />
ladders, laddered, stepladder<br />
matters, mattered, mattering<br />
robbers, robbery<br />
rubbery<br />
suppers<br />
quieter, quietest, quietly,<br />
quieten<br />
6. (a) robber (b) pudding<br />
fruits, fruity, fruiterer, fruitful,<br />
grapefruit<br />
oranges<br />
bananas<br />
vegetables<br />
carrots<br />
puddings<br />
persons, personal, personable,<br />
personality, salesperson<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
kick (7)<br />
climb (18)<br />
mother (9)<br />
real (1)<br />
soft (3)<br />
tear (4)<br />
those (5)<br />
time (6)<br />
body (12)<br />
chair (13)<br />
draw (14)<br />
care (18)<br />
woke (5)<br />
around (8)<br />
bath (10)<br />
about (11)<br />
strap (2)<br />
goes (13)<br />
r e m a s t e r t i u r f<br />
e s g n d r e m w s n v e<br />
d l n s a e g n a r o e g<br />
d i d w c a r r o t a t n<br />
a p r e b b o r r g t a o<br />
l p i r r e t e e n e e s<br />
r e e r q u a t g i g b r<br />
e r d a n g e r n d r s e<br />
v s g n r f i a i d e u p<br />
l a n a n a b u f u b p t<br />
i r g t e i u q f p b p o<br />
S e p t e m b e r d u e s<br />
f e l b a t e g e v r r u<br />
Viewing Sample<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong> 54 Prim-Ed Publishing<br />
7.<br />
8. (a) silver (b) person<br />
(c) ladder (d) finger<br />
(e) fruit (f ) master<br />
9. (a) orange, banana<br />
(b) September<br />
(c) quiet, fruit, carrot, soft,<br />
about<br />
(d) danger<br />
10. (a) silver, finger<br />
(b) robber, quiet<br />
(c) quarter, pudding
LIST FOCUS<br />
• digraphs ‘ou’ (touch) and ‘ie’<br />
(piece)<br />
• common words<br />
DICTATION<br />
1. When I went to the country to<br />
visit my cousin, I saw a wild<br />
swan swimming on the lake.<br />
2. The piece of steak looked big<br />
enough to feed two people.<br />
3. We could see a grey wolf at the<br />
other end of the field.<br />
4. The car might have looked<br />
beautiful, but its engine was<br />
always causing him trouble.<br />
ADDITIONAL ACTIVITIES<br />
1. Write the homophones for ‘sew’<br />
(so) and ‘piece’ (peace) and<br />
‘steak’ (stake) in sentences.<br />
2. Find rhyming words for ‘grey’,<br />
‘iron’ and ‘swan’. Note the range<br />
of spellings that produce the<br />
same sounds.<br />
3. Write other words that contain<br />
‘ou’, but make a different sound.<br />
For example, could, found.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) steak (b) grey<br />
(c) swan (d) sew<br />
(e) board (f) wild<br />
2. (a) touch<br />
(b) whole or whose<br />
(c) soldier<br />
(d) board<br />
(e) piece<br />
3.<br />
1 2<br />
b<br />
s e w<br />
d i f f e r e n t<br />
4<br />
w t<br />
a<br />
e n g i n e<br />
u<br />
t<br />
f i<br />
7<br />
e l<br />
l<br />
d<br />
a<br />
k<br />
i<br />
n<br />
f<br />
8<br />
w h o l e<br />
u<br />
u<br />
l<br />
g r e y<br />
10<br />
p<br />
11<br />
t o u<br />
12<br />
c h<br />
s<br />
14<br />
w i r o<br />
15<br />
b<br />
16<br />
w h o s e o u o<br />
a l<br />
17<br />
c o u s i n a<br />
n f e b<br />
l<br />
t<br />
r<br />
r<br />
d<br />
18<br />
c h<br />
19<br />
i e f y<br />
20<br />
s<br />
r<br />
o l d i e r<br />
n<br />
LIST<br />
touch<br />
trouble<br />
country<br />
cousin<br />
enough<br />
piece<br />
field<br />
chief<br />
whole<br />
whose<br />
wild<br />
swan<br />
grey<br />
wolf<br />
steak<br />
iron<br />
engine<br />
soldier<br />
different<br />
board<br />
sew<br />
beautiful<br />
WORD BUILDING<br />
touches, touched, touching,<br />
touchingly, touchable,<br />
untouchable<br />
troubles, troubled, troubling<br />
countries<br />
cousins<br />
pieces<br />
fields<br />
chiefs, chiefly<br />
wholes, wholly<br />
4. Teacher check<br />
5. (a) soldier (b) engine<br />
(c) before (d) cousin<br />
(e) enough (f ) dinner<br />
(g) someone<br />
6. (a) piece (b) enough<br />
(c) horse (d) house<br />
(e) afraid (f ) field<br />
(g) many (h) engine<br />
7. (a) hole<br />
(b) whole, bored<br />
(c) steak<br />
(d) stake<br />
wilds, wilder, wildest<br />
swans<br />
greys, greyed, greying, greyish<br />
wolves<br />
steaks<br />
irons, ironed, ironing<br />
engines<br />
soldiers, soldiered, soldiering<br />
differently, differentiate<br />
boards, boarded, boarding<br />
sews, sewed, sewing, sewer<br />
beautifully<br />
U nit 1<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
river (16)<br />
most (17)<br />
horse (4)<br />
yesterday (1)<br />
before (3)<br />
house (5)<br />
hike (6)<br />
another (9)<br />
dinner (10)<br />
many (12)<br />
fair (13)<br />
wash (14)<br />
someone (15)<br />
only (18)<br />
laser (2)<br />
afraid (6)<br />
these (14)<br />
friend (16)<br />
Prim-Ed Publishing 55 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong><br />
8.<br />
f i e l d e a k e e c d r<br />
e n o u g h s t l g h i e<br />
w a k n d l i w b i i f f<br />
e s a b o a r d u n e f l<br />
l o e h w t f l o w f e u<br />
y r t n u o c i r o n r f<br />
w e s i g u e c t r n e i<br />
h i p h u c p c y a t n t<br />
o d g n o h o i w u n t u<br />
l l e r i s u s e o e c a<br />
e o t n e s o h w c l b e<br />
o s e k c y h t r o e u b<br />
u c o u s i n e n g i n e<br />
Viewing Sample<br />
9. (a) swan (b) iron<br />
(c) soldier (d) sew<br />
(e) cousin (f) country<br />
7<br />
10. another, country, cousin, dinner,<br />
engine, fair, field, laser, piece,<br />
swan, wild, wolf
1<br />
5 6<br />
15<br />
13<br />
9<br />
10 11<br />
17 18<br />
14<br />
19<br />
20<br />
3 4<br />
7<br />
16<br />
21<br />
8<br />
12<br />
2<br />
U nit 1<br />
LIST FOCUS<br />
• digraph ‘ea’ (breakfast)<br />
• words beginning with ‘al’<br />
• common words<br />
DICTATION<br />
1. When we finally went upstairs,<br />
breakfast had already been<br />
served.<br />
2. Within minutes, the weather<br />
became much worse, so we<br />
stayed home and watched<br />
television instead.<br />
3. My uncle’s lawn always looks<br />
dead, but all he does is laugh<br />
about it.<br />
4. After we waved goodbye to the<br />
elephant and its keeper, we<br />
decided there was nothing else<br />
we wanted to see at the zoo.<br />
ADDITIONAL ACTIVITIES<br />
1. List other words that have the<br />
prefix ‘tele’. Discuss what they<br />
have in common.<br />
2. Brainstorm a list of other<br />
difficult words in English like<br />
‘sugar’ that sound different<br />
from the way they are spelt.<br />
3. Discuss the difference in<br />
meaning between the verb<br />
‘weather’ and the noun<br />
‘weather’.<br />
4. See also pages 18 – 23.<br />
ANSWERS<br />
1. (a) lips, laps, laws, lawn<br />
(b) chap, chat, coat, goat<br />
2. (a) scared (b) lawn<br />
(c) pencil (d) dead<br />
(e) goal<br />
3.<br />
8<br />
l<br />
a<br />
g o o d b y e<br />
m i n u t e s<br />
r<br />
g u e l s e<br />
h g<br />
a<br />
a<br />
k<br />
r<br />
f g<br />
w<br />
a e<br />
e i<br />
g s o<br />
l a w n a l m o s t g<br />
t s l a<br />
r<br />
d h t w e l e p h a<br />
e e e a<br />
p<br />
a l r e a d y<br />
p h<br />
d<br />
d s c a r e d y<br />
n<br />
o f f i c e<br />
i<br />
t e l e v i<br />
n<br />
s<br />
p<br />
i<br />
c<br />
t<br />
u<br />
r<br />
e<br />
i<br />
u<br />
p<br />
s<br />
t<br />
a<br />
i<br />
r<br />
s<br />
o<br />
n<br />
LIST<br />
almost<br />
always<br />
already<br />
breakfast<br />
dead<br />
instead<br />
weather<br />
else<br />
goal<br />
elephant<br />
geography<br />
lawn<br />
scared<br />
goodbye<br />
picture<br />
pencil<br />
office<br />
minutes<br />
laugh<br />
television<br />
upstairs<br />
sugar<br />
WORD BUILDING<br />
breakfasts, breakfasted,<br />
breakfasting<br />
deadly, deadlier, deadliest<br />
elsewhere<br />
goals<br />
elephants, elephantine<br />
geographically<br />
lawns<br />
goodbyes<br />
pictures, pictured, picturing<br />
pencils, pencilled, pencilling<br />
offices, officer, official<br />
laughs, laughed, laughing,<br />
laughter, laughingly<br />
televisions<br />
sugars, sugared, sugaring,<br />
sugary<br />
4. (a) Our family always has bacon<br />
and eggs for breakfast.<br />
(b) Joshua waved goodbye as<br />
he walked across the lawn.<br />
(c) According to the television<br />
report, the weather will be<br />
sunny tomorrow.<br />
5. (a) upstairs (b) done<br />
(c) loud (d) blow<br />
(e) always (f) dead<br />
(g) goodbye (h) laugh<br />
6. (a) done (b) laugh<br />
(c) like (d) almost<br />
(e) lawn (f) loud<br />
(g) scared (h) goodbye<br />
REVISION<br />
This list is taken<br />
from Units 1 – 18<br />
of My <strong>Spelling</strong><br />
<strong>Workbook</strong> C, and<br />
covers a range of<br />
spelling patterns.<br />
format (3)<br />
sale (4)<br />
minute (5)<br />
tomorrow (8)<br />
thorn (18)<br />
something (15)<br />
garden (14)<br />
ready (12)<br />
part (18)<br />
along (11)<br />
kept (4)<br />
bear (17)<br />
while (6)<br />
done (7)<br />
blow (8)<br />
like (9)<br />
loud (8)<br />
thank (3)<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D <strong>Teachers</strong> <strong>Guide</strong> 56 Prim-Ed Publishing<br />
7.<br />
b r s c a r e d l w a n m<br />
p l e l e p h a n t l a i<br />
i a w e w e e e n w a l n<br />
c k e a t h l t a i u m u<br />
t l a l w a y s t s g o t<br />
u i t r h g e n e p h s e<br />
r c h w t d u i r e u t s<br />
e n e a c e y b d o o g r<br />
f e r y d a e r l a a g a<br />
a p v g i d o f f i c e g<br />
t g e o g r a p h y p r u<br />
b r e a k f a s t g y a s<br />
s t e l e v i s i o n p h<br />
Viewing Sample<br />
8. tee, vision, son, live, noise, vine<br />
etc.<br />
9. (a) elephant, lawn<br />
(b) sugar<br />
(c) always, minutes, upstairs<br />
10. lawn, scared, sugar
Following are lists of all words used in the My <strong>Spelling</strong> <strong>Workbook</strong> series.<br />
BOOK A<br />
UNIT 1<br />
an, ran, man, fan, pan, can, log, dog, fog, jog<br />
L<br />
ist Words<br />
UNIT 2<br />
UNIT 3<br />
UNIT 4<br />
UNIT 5<br />
UNIT 6<br />
UNIT 7<br />
UNIT 8<br />
UNIT 9<br />
UNIT 10<br />
UNIT 11<br />
UNIT 12<br />
UNIT 13<br />
UNIT 14<br />
UNIT 15<br />
UNIT 16<br />
UNIT 17<br />
UNIT 18<br />
in, pin, tin, bin, win, hot, not, lot, pot, got<br />
bad, dad, sad, had, pad, mad, big, pig, dig, wig<br />
sip, lip, tip, hip, rip, pip, zip, am, jam, ham<br />
bat, cat, sat, fat, mat, rat, hat, up, cup, pup<br />
it, bit, pit, hit, fit, sit, bag, tag, rag, wag<br />
met, net, pet, get, wet, vet, let, mop, hop, top<br />
cap, gap, rap, map, tap, mix, fix, six, box, fox<br />
cut, hut, but, nut, rut, bed, red, fed, is, his<br />
bun, fun, sun, run, of, leg, beg, peg, or, for<br />
jug, rug, mug, hug, bug, hen, pen, men, ten, the<br />
he, me, we, be, she, gum, hum, sum, yes, no<br />
as, has, my, sky, by, cry, lid, hid, rid, did<br />
meet, feed, seed, deep, bee, feet, need, see, us, bus<br />
food, room, moon, soon, boot, to, do, into, on, off<br />
fish, wish, dish, shin, ship, shop, are, one, him, want<br />
cook, look, foot, book, took, come, some, if, then, this<br />
cow, how, now, said, were, was, when, very, give, mum<br />
Viewing Sample<br />
Prim-Ed Publishing 57 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
L<br />
ist Words<br />
BOOK B<br />
UNIT 1<br />
end, send, bend, mend, lend, spend, grow, slow, show, bump, jump, lump, pump, camp, stamp<br />
UNIT 2<br />
UNIT 3<br />
UNIT 4<br />
UNIT 5<br />
UNIT 6<br />
UNIT 7<br />
UNIT 8<br />
UNIT 9<br />
UNIT 10<br />
UNIT 11<br />
UNIT 12<br />
UNIT 13<br />
UNIT 14<br />
UNIT 15<br />
UNIT 16<br />
UNIT 17<br />
UNIT 18<br />
go, so, flag, glad, slip, swim, pram, drum, drop, drip, spot, from, help, left, out<br />
add, and, land, sand, hand, band, duck, truck, rock, clock, neck, black, sick, lick, sock<br />
pest, rest, best, must, lost, cost, nest, stop, stand, wool, wood, good, day, week, year<br />
ant, disk, milk, desk, pole, hole, mole, sole, shut, shed, shot, sheep, smash, crush, brush<br />
kite, drive, side, nine, five, ride, like, line, hide, went, dent, bent, tent, sent, lent<br />
hill, fill, still, mill, till, will, been, tree, green, sweep, sleep, street, here, they, have<br />
bell, sell, well, fell, tell, spell, doll, thing, swing, sing, bring, long, bang, sang, hang<br />
chop, chin, much, rich, such, punch, lunch, chick, miss, dress, mess, loss, toss, cross, you<br />
three, thin, thick, moth, cloth, with, cake, wake, take, gate, ate, name, came, gave, game<br />
fern, her, under, ever, saw, never, make, live, spoon, tooth, zoo, roof, cool, snack, back<br />
car, star, arm, farm, hard, far, start, bone, tone, home, rope, hope, note, cone, just<br />
leaf, sea, tea, meat, seat, clean, eat, read, mean, boy, toy, joy, than, that, them<br />
Viewing Sample<br />
all, ball, call, fall, hall, wall, tall, small, sky, dry, try, fly, each, teach, beach<br />
coat, boat, float, toast, load, road, loaf, soak, goat, ink, sink, drink, think, pink, wink<br />
tray, say, may, stay, way, play, hay, lay, pay, girl, first, third, bird, shirt, dirt<br />
fork, born, for, forgot, torn, short, whip, which, hold, gold, sold, told, fold, cold, old<br />
owl, frown, down, town, brown, clown, rain, train, tail, bait, wait, sail, nail, snail, main<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 58 Prim-Ed Publishing
L<br />
ist Words<br />
BOOK C<br />
UNIT 1<br />
UNIT 2<br />
UNIT 3<br />
UNIT 4<br />
UNIT 5<br />
UNIT 6<br />
UNIT 7<br />
UNIT 8<br />
UNIT 9<br />
UNIT 10<br />
cable, data, input, job, output, disc, save,<br />
spray, belt, felt, seal, real, fear, bay, euro,<br />
today, yesterday, away<br />
text, boss, lift, screen, strap, pasta, catch,<br />
church, club, flat, plan, plant, laser, slept,<br />
remote, metre, gram, litre<br />
there, flip, flower, song, soft, format, solid,<br />
blank, bank, drank, thank, because, began,<br />
begin, before, behind, your, hear<br />
face, race, place, made, age, cage, sale, tale,<br />
cave, cork, fort, horse, horn, wore, birthday,<br />
kept, month, tear<br />
held, hunt, icon, broke, woke, insert, stone,<br />
mobile, delete, chose, close, those, second,<br />
minute, hose, scroll, email, house<br />
ice, nice, slice, wife, life, hike, mile, while,<br />
time, fire, bite, site, white, water, afraid,<br />
again, mail, paint<br />
crop, trip, stuck, kick, deck, skip, skin, done,<br />
love, skate, egg, peanut, crisp, chip, table,<br />
little, apple, salad<br />
bigger, high, fight, light, might, right, night,<br />
please, leave, around, loud, blow, mow,<br />
window, yellow, tomorrow, own, crow<br />
four, frog, cent, yell, spring, use, other,<br />
another, brother, mother, cover, front, son,<br />
nothing, die, lie, tie, toe<br />
sister, letter, better, butter, dinner, child, fast,<br />
last, past, glass, class, grass, ask, bath, after,<br />
afternoon, father, our<br />
UNIT 11<br />
UNIT 12<br />
UNIT 13<br />
UNIT 14<br />
UNIT 15<br />
UNIT 16<br />
UNIT 17<br />
UNIT 18<br />
aunt, uncle, push, put, find, mind, kind,<br />
about, across, ago, along, rabbit, kitten,<br />
puppy, blue, does, even, evening<br />
could, would, should, any, many, baby, body,<br />
easy, lady, party, ready, rusty, pretty, happy,<br />
funny, carry, hello, nose<br />
where, why, what, who, goes, going, gone,<br />
air, pair, hair, chair, fair, fairy, stairs, kneel,<br />
know, knew, knife<br />
talk, walk, two, once, paw, draw, school,<br />
garden, getting, morning, new, these, their,<br />
stalk, wash, watch, buy, pull<br />
over, next, more, present, football,<br />
grandfather, grandmother, inside, outside,<br />
myself, herself, himself, somebody,<br />
someone, something, sometimes, holiday,<br />
bedroom<br />
door, poor, floor, eye, nearly, friend, says,<br />
paper, river, summer, winter, number,<br />
queen, quick, break, great, word, work<br />
shoe, seven, also, hook, dull, upon, rung,<br />
hung, wind, bear, peek, cheek, asleep, most,<br />
both, host, forever, clever<br />
Viewing Sample<br />
fried, cried, cries, visit, fence, thorn, too, care,<br />
port, story, doctor, only, open, head, bread,<br />
large, climb, half<br />
Prim-Ed Publishing 59 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
L<br />
UNIT 1<br />
UNIT 2<br />
UNIT 3<br />
UNIT 4<br />
UNIT 5<br />
UNIT 6<br />
UNIT 7<br />
UNIT 8<br />
UNIT 9<br />
ist Words<br />
BOOK D<br />
UNIT 10<br />
lace, shade, safe, page, shake, snake, plane,<br />
base, case, chase, hate, mate, plate, brave,<br />
grapes, picnic, plum, comic, gift, grand,<br />
pants, pollute<br />
mice, rice, twice, shine, pipe, wire, rise, wise,<br />
quite, invite, dive, prize, arrive, thirty,<br />
thirteen, circus, pint, petrol, magic, lamp,<br />
weekend, fortnight<br />
rode, joke, smoke, poke, alone, wrote, write,<br />
wheel, steep, steel, sheet, creek, cheese,<br />
between, fourteen, fifteen, clay, often, act,<br />
April, kilogram, kilometre<br />
soap, loaves, count, hour, south, sound,<br />
shout, proud, mouse, thousand, mountain,<br />
basket, basketball, dentist, bottom, blind,<br />
being, animal, subtract, divide, multiply,<br />
modem<br />
few, threw, grew, flew, drew, blew, grown,<br />
follow, bow, bowl, below, begun, beside,<br />
bunch, branch, change, chimney, fetch,<br />
kitchen, lamb, thumb, monitor<br />
crack, track, brick, trick, ticket, cricket,<br />
chicken, packet, pocket, rocket, lock, block,<br />
flock, knock, luck, o’clock, pass, kiss, less,<br />
lesson, happen, film<br />
beak, heat, lead, meal, team, east, Easter,<br />
beads, beans, dream, cream, stream, speak,<br />
wheat, reach, really, leaves, season, blood,<br />
flood, until, lion<br />
family, nobody, busy, city, pony, tiny, angry,<br />
hungry, plenty, twenty, every, everyone,<br />
merry, hurry, sorry, jelly, silly, sunny, roll,<br />
smell, sure, menu<br />
software, hardware, laid, grain, chain,<br />
captain, against, harm, mark, sharp, shark,<br />
carpet, army, purse, nurse, return, curve,<br />
surprise, Saturday, Thursday, true, computer<br />
UNIT 11<br />
UNIT 12<br />
UNIT 13<br />
UNIT 14<br />
UNIT 15<br />
UNIT 16<br />
UNIT 17<br />
UNIT 18<br />
oil, boil, soil, point, noise, voice, salt, insect,<br />
kennel, June, July, during, music, shell, bush,<br />
fresh, finish, crash, Tuesday, Wednesday,<br />
Friday, Sunday<br />
form, storm, corn, corner, sort, sport, torch,<br />
north, sore, shore, store, order, forget, force,<br />
forty, airport, tractor, mushroom, broom,<br />
pool, balloon, password<br />
won, wonder, among, monkey, money,<br />
honey, none, above, Monday, govern,<br />
become, belong, castle, cattle, fiddle,<br />
middle, needle, bottle, terrible, aeroplane,<br />
island, download<br />
bright, sight, eight, naughty, caught, path,<br />
gather, through, dance, since, prince,<br />
princess, heart, move, young, triangle,<br />
travel, tried, flies, slipped, sudden, keyboard<br />
able, people, dust, post, listen, forest,<br />
August, station, giant, strange, strong,<br />
string, learn, heard, early, earth, desktop,<br />
Internet, world, worm, colour, camera<br />
war, warm, thought, bought, brought,<br />
barcode, clothes, together, themselves,<br />
build, file, fifth, fifty, eleven, twelve,<br />
hundred, enjoy, November, wear, bridge,<br />
hospital, tired<br />
September, answer, danger, finger, master,<br />
quarter, silver, ladder, matter, robber,<br />
rubber, supper, slippers, quiet, dried, fruit,<br />
orange, banana, vegetable, carrot, pudding,<br />
person<br />
Viewing Sample<br />
touch, trouble, country, cousin, enough,<br />
piece, field, chief, whole, whose, wild, swan,<br />
grey, wolf, steak, iron, engine, soldier,<br />
different, board, sew, beautiful<br />
almost, always, already, breakfast, dead,<br />
instead, weather, else, goal, elephant,<br />
geography, lawn, scared, goodbye, picture,<br />
pencil, office, minutes, laugh, television,<br />
upstairs, sugar<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 60 Prim-Ed Publishing
UNIT 1<br />
UNIT 2<br />
UNIT 3<br />
UNIT 4<br />
UNIT 5<br />
UNIT 6<br />
UNIT 7<br />
UNIT 8<br />
UNIT 9<br />
UNIT 10<br />
BOOK E<br />
UNIT 11<br />
space, spade, blade, blaze, stage, state,<br />
escape, shape, shave, slave, behave,<br />
damage, manage, message, village, voyage,<br />
bale, whale, tame, flame, taste, waste<br />
UNIT 12<br />
deal, steal, steam, scream, tease, neat, weak,<br />
cheap, peach, least, eager, eastern, loan,<br />
coast, roast, trunk, tour, recycle, cinema,<br />
millimetre, cursor, centimetre<br />
UNIT 13<br />
tribe, tide, smile, pile, price, vine, size, tore,<br />
score, choke, spoke, globe, dose, vote, stole,<br />
cloud, flour, scout, amount, found, drill,<br />
network<br />
UNIT 14<br />
beef, cheer, agree, keen, sixteen, sneeze,<br />
join, noisy, spoil, list, melt, stuff, stiff, sniff,<br />
patch, prey, press, print, shelf, reason,<br />
lemon, server<br />
UNIT 15<br />
herd, perhaps, interest, western, general,<br />
capital, stem, silk, public, flash, frost, worn,<br />
fortune, forgotten, history, report,<br />
important, error, motor, visitor, sailor,<br />
decide<br />
UNIT 16<br />
deaf, ahead, thread, spread, pleasant,<br />
pleasure, treasure, heavy, leather, health,<br />
tool, bloom, smooth, choose, tight, fright,<br />
midnight, cabin, basin, comb, crumb, video<br />
aim, aid, paid, pain, plain, remain, stain, hail,<br />
trail, fail, faint, certain, raise, railway, smart,<br />
market, march, charge, cargo, parcel, artist,<br />
collar<br />
allow, growl, drown, crown, crowd, powder,<br />
power, fare, stare, square, prison, bacon,<br />
apron, stock, bucket, beginning, rule,<br />
microwave, microchip, March, scan,<br />
calculator<br />
pure, figure, capture, nature, adventure,<br />
postage, cabbage, ribbon, address,<br />
paddock, gallop, hammer, common,<br />
suppose, correct, button, mutton, tunnel,<br />
camel, towel, hotel, axe<br />
wrap, written, wrong, edge, hedge,<br />
porridge, electric, subject, wage, hopped,<br />
fancy, hiding, shining, miner, spider, broken,<br />
blanket, punish, protect, absent, lose, loose<br />
UNIT 17<br />
UNIT 18<br />
L<br />
ist Words<br />
knit, knee, ugly, copy, study, lazy, dairy,<br />
empty, worry, marry, company, careful,<br />
useful, ought, fought, woman, women,<br />
lately, lonely, chest, chew, bench<br />
calf, calm, grasp, believe, thief, tomato,<br />
potato, weigh, eighteen, eighty, welcome,<br />
witch, ditch, match, butcher, newspaper,<br />
raw, straw, crawl, lying, swam, decade<br />
marble, purple, simple, candle, handle,<br />
jungle, bubble, paddle, battle, kettle, settle,<br />
whistle, stir, skirt, thirsty, autumn, cause,<br />
saucer, taught, daughter, straight, husband<br />
tow, pillow, narrow, fellow, borrow, arrow,<br />
except, excuse, expect, seventeen, seventy,<br />
glove, discover, oven, dozen, soup, group,<br />
either, receive, native, occur, succeed<br />
pour, fourth, nineteen, ninety, January,<br />
February, October, December, vowel,<br />
downstairs, plaster, key, valley, woollen,<br />
tonne, crept, secret, safety, reply, ourselves,<br />
poem, gang<br />
famous, dangerous, sign, sigh, burnt,<br />
parent, moment, movement, demand,<br />
clothing, worth, millilitre, hectare,<br />
Christmas, beauty, sixty, tyre, telephone,<br />
suit, ocean, plough, fasten<br />
rough, tough, enter, timber, thunder, rather,<br />
proper, grocer, offer, helicopter, desert,<br />
notice, police, zero, piano, radio, silent,<br />
sentence, idea, cruel, pear, vase<br />
reward, afterwards, towards, search, pearl,<br />
chance, balance, distance, ghost, library,<br />
ewe, promise, whether, journey, signal,<br />
though, couple, unless, ragged, remind,<br />
erosion, greenhouse<br />
Viewing Sample<br />
Prim-Ed Publishing 61 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>
L<br />
UNIT 1<br />
UNIT 2<br />
UNIT 3<br />
UNIT 4<br />
UNIT 5<br />
UNIT 6<br />
UNIT 7<br />
UNIT 8<br />
UNIT 9<br />
ist Words<br />
BOOK F<br />
UNIT 10<br />
climate, chocolate, pirate, separate,<br />
celebrate, bandage, luggage, passage,<br />
brigade, trade, parade, paste, mistake, scale,<br />
arrange, exchange, phrase, disgrace, amaze,<br />
ashamed, swift, swept<br />
UNIT 11<br />
aloud, account, sour, surround, bound,<br />
boundary, lounge, trousers, wound,<br />
splendid, seldom, seek, speech, freedom,<br />
freeze, breeze, queer, indeed, coffee, geese,<br />
skill, sandwich<br />
UNIT 12<br />
missile, umpire, excite, polite, unite, alive,<br />
advise, exercise, roam, throat, limb, scratch,<br />
snatch, hatch, pitch, switch, project,<br />
product, tropics, donkey, machine, rubbish<br />
treat, repeat, beneath, seam, spear, appear,<br />
shear, weary, weave, disease, increase,<br />
peace, plastic, elastic, contest, construct,<br />
district, stomach, instant, cliff, bury,<br />
facsimile<br />
cherry, berry, hobby, navy, enemy, holy,<br />
immediately, industry, admit, splash,<br />
shelter, waist, obtain, contain, complain,<br />
explain, brain, jail, daily, tailor, tadpole,<br />
supply<br />
death, breath, heaven, meant, feather,<br />
wealth, palace, adult, adopt, pupil, tennis,<br />
linen, limit, wedding, truth, honest, practice,<br />
intend, inspect, fond, final, vessel<br />
dawn, awful, law, synthetic, prevent,<br />
problem, attack, traffic, result, length, fact,<br />
orchard, starch, harvest, partner, pardon,<br />
alarm, bargain, carpenter, standard, regular,<br />
sense<br />
bare, share, prepare, flow, growth,<br />
unknown, shadow, swallow, bullet, bomb,<br />
beyond, surf, surface, burst, turkey, attend,<br />
atom, atmosphere, angel, shovel, model,<br />
object<br />
orphan, organ, ordinary, sword, afford,<br />
record, support, transport, enormous,<br />
uniform, factory, decorate, therefore,<br />
explore, forward, author, metal, technology,<br />
cotton, dye, hero, worse<br />
UNIT 13<br />
UNIT 14<br />
UNIT 15<br />
UNIT 16<br />
UNIT 17<br />
verb, verse, serve, environment, perform,<br />
perfect, merchant, mineral, several, concert,<br />
ambulance, modern, northern, remember,<br />
copper, customer, gardener, hunger,<br />
wander, national, member, passenger<br />
(to) practise, governor, government,<br />
understood, crew, screw, nephew, view, bathe,<br />
electronic, electricity, fool, stoop, goose, hoof,<br />
currant, current, coconut, although,<br />
altogether, shoulder, connect<br />
tube, huge, future, puncture, measure,<br />
furniture, failure, amuse, refuse, poison,<br />
disappoint, value, rescue, continue, argue,<br />
avenue, reduce, produce, entrance, court,<br />
course, virus<br />
aboard, cupboard, flight, virtual, lightning,<br />
prove, remove, sincere, global, millennium,<br />
channel, frozen, extra, cocoa, area, quality,<br />
relative, period, obey, musical, judge, cough<br />
circle, rifle, stable, valuable, comfortable,<br />
bundle, ankle, wrestle, gentle, single,<br />
saddle, example, squash, shower,<br />
wonderful, canoe, cement, caravan, chalk,<br />
union, region, million<br />
material, special, harbour, neighbour,<br />
honour, favour, margarine, juice, ruin,<br />
umbrella, collect, scene, laptop, scent,<br />
anxious, accident, bicycle, biscuit, senior,<br />
junior, annoy, faithfully<br />
niece, handkerchief, centre, CD Rom,<br />
tongue, truly, pilot, bough, graphic,<br />
document, garage, halves, cardigan,<br />
careless, knot, lettuce, bother, palm, equal,<br />
type, byte, repair<br />
Viewing Sample<br />
UNIT 18<br />
sauce, communicate, sausage, question,<br />
composition, addition, attention, condition,<br />
direction, examination, position,<br />
population, nation, international,<br />
dictionary, guard, guess, guest, guide,<br />
southern, double, whom<br />
possible, horrible, article, swarm, wharf,<br />
violet, violin, whisper, youth, business,<br />
carriage, wreck, concrete, console, imagine,<br />
marriage, museum, barrier, yacht, neither,<br />
usual, experience<br />
My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong> 62 Prim-Ed Publishing
UNIT 1<br />
UNIT 2<br />
UNIT 3<br />
UNIT 4<br />
UNIT 5<br />
UNIT 6<br />
UNIT 7<br />
UNIT 8<br />
UNIT 9<br />
advantage, average, cottage, courage,<br />
package, savage, hesitate, private,<br />
unfortunate, operate, ecology, frame,<br />
purchase, advertise, habit, inhabit, level,<br />
gravel, sketch, stretch, display, expand<br />
rear, grease, eagle, cease, beast, breathe,<br />
league, disappear, measles, reasonable, graze,<br />
organise, recognise, realise, advice, provide,<br />
strike, fertile, crime, require, describe, habitat<br />
envelope, purpose, explode, cartridge, detail,<br />
curtain, employ, destroy, request, possess,<br />
poet, liquid, oxygen, knob, invent, exhibit,<br />
express, citizen, brass, blossom, content,<br />
respect<br />
haul, launch, laundry, exhaust, examine,<br />
excellent, depart, argument, parliament,<br />
popular, particle, complete, improve, vanish,<br />
false, discuss, deliver, control, continent,<br />
command, accept, goodness<br />
urgent, murder, further, furnish, disturb,<br />
burglar, pursuit, horrify, satisfy, occupy, terrify,<br />
terrific, steer, pioneer, engineer, squeeze,<br />
degree, success, stationery, agent, human,<br />
nylon<br />
interactive, rapid, exact, assembly, majority,<br />
quantity, utility, duty, interface, refinery,<br />
steady, jealous, weapon, blast, tarmac,<br />
attempt, hawk, coach, index, justice, natural,<br />
optical<br />
coarse, hoarse, kerosene, extreme, blouse,<br />
mount, doubt, foul, council, bounce,<br />
announce, incident, chemist, criminal,<br />
frequent, folk, horizon, probable, remarkable,<br />
constable, suitable, height<br />
fowl, tower, servant, property, liberty, clover,<br />
elder, fever, minister, character, chapter,<br />
processor, difference, entertain, angler,<br />
binary, mystery, observe, prayer, process,<br />
pretend, multimedia<br />
nervous, generous, marvellous, tremendous,<br />
visible, sensible, scramble, struggle, rattle,<br />
puzzle, badge, humour, labour,<br />
neighbourhood, suggest, progress, regret,<br />
reflect, represent, select, widow, hollow<br />
BOOK G<br />
UNIT 10<br />
cure, agriculture, creature, departure,<br />
manufacture, moisture, pasture, temperature,<br />
pressure, costume, perfume, tune, audience,<br />
automatic, event, eventually, severe, design,<br />
jewel, chorus, worst, clerk<br />
UNIT 11<br />
ornament, anchor, editor, mirror, inform,<br />
sensor, forehead, import, export, memory,<br />
territory, scissors, fierce, shield, mischief,<br />
achieve, meanwhile, theatre, pigeon, ache,<br />
spreadsheet, opposite<br />
UNIT 12<br />
develop, accommodation, statement,<br />
settlement, instrument, equipment,<br />
delighted, drought, depth, strength, method,<br />
freight, wrist, due, pursue, statue, oasis,<br />
science, embarrass, scone, social, siren<br />
UNIT 13<br />
elect, paraplegic, action, section, motion,<br />
plantation, recreation, occupation, invitation,<br />
irrigation, education, destination,<br />
conversation, association, production,<br />
competition, affectionate, nuisance, instance,<br />
substance, assistance, cereal<br />
UNIT 14<br />
curious, serious, various, victory, fashion,<br />
cushion, occasion, provision, division,<br />
decision, permission, seize, ceiling, receipt,<br />
route, tourist, dare, rare, spare, declare,<br />
pyjamas, smuggler<br />
UNIT 15<br />
wardrobe, backward, quadriplegic, physical,<br />
photograph, paragraph, absence, silence,<br />
commence, committee, independent, injure,<br />
disability, emotion, source, refreshment,<br />
athlete, vehicle, student, racism, earn, skilful<br />
UNIT 16<br />
delicious, unconscious, sponge, college,<br />
military, primary, necessary, secretary,<br />
stationary, vast, choir, volcano, mosquito,<br />
foreign, variety, veranda, century, scarce,<br />
discipline, knowledge, appreciate, intelligent<br />
UNIT 17<br />
dense, immense, gradual, annual, stereotype,<br />
punctual, serial, principal, expense, prejudice,<br />
attractive, patient, nutrition, magazine,<br />
medicine, system, difficult, behaviour, hymn,<br />
president, thorough, consider<br />
UNIT 18<br />
L<br />
ist Words<br />
Viewing Sample<br />
nuclear, politics, fuel, quarrel, poultry, villain,<br />
migrant, highway, diamond, traveller, swollen,<br />
vacant, valve, society, occurred, onion,<br />
opinion, champion, religion, language,<br />
persuade, sufficient<br />
Prim-Ed Publishing 63 My <strong>Spelling</strong> <strong>Workbook</strong> <strong>Book</strong> D – <strong>Teachers</strong> <strong>Guide</strong>